
Class ^&_Ej.U 
Book,^ 5 4& 
Copyright N° 



CflHfRIGHT DEPOSIT. 



ELEMENTARY LESSONS 

IN 

EVERYDAY ENGLISH 

BY 

EMMA MILLER BOLENIUS 

Formerly Instructor in English, Central Commercial 
and Manual Training High School, Newark, N.J. 

-Author of " Everyday English Composition " 




AMERICAN BOOK COMPANY 

NEW YORK CINCINNATI CHICAGO 

BOSTON ATLANTA 



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Copyright, 1920, by 
AMERICAN BOOK COMPANY 

All rights reserved 

BOL. EL. LESS. IN EV. ENG. 



MAY -8 1920 



A565886 



I 



PREFACE 

THIS is a practice book in elementary language. It is 
adapted to the child's abilities and to classroom require- 
ments. 

The three main objects of the book are : (i) to make 
correct language habits automatic ; (2) to develop the child's 
thinking power and to give him richer backgrounds of life ; 
and (3) to make, him enjoy his work in language by weaving 
it around the doing of real things — projects. 

The book contains work for three years — two hundred 
lessons a year developed in twenty projects. Around the 
projects are woven the various exercises : thought-getting 
and observation, organization of ideas and outlining, con- 
versation and formal talks, study of models, writing of 
letters and paragraph themes, critical exercises, technical 
matter, copying and dictation, dramatization, word study, 
and handwork. One formal talk and one pronunciation 
exercise are provided for each week during each year. While 
the pupils are guided toward a definite goal, yet provision is 
given for exercise of their own initiative. 

The special features of the book are : 

1. Sixty projects adapted for class work — each providing op- 
portunity for "purposeful activity" on the part of the class. 

2. The socialized recitation — club organization, class as audi- 
ence, cooperative group work, program-periods, blackboard class 
outlines, and voting. 

3. Training in thought- getting and organization — preventing 
failure by systematic development of ideas, organizing of ideas, 
oral expression in conversation and formal talks, and writing as 
the climax. 

4. Supervised class work — much work in outlining, com- 
positions, and letters built up in class, thus giving the concrete 
demonstration that the poorly equipped child needs. 



iv PREFACE 

5. Small units of assignment — sentence building as well as 
definite paragraph expression, focused and limited so as to be 
well within the grasp of the class. 

6. Timely exercises — developed in such manner as to be oppor- 
tune for classes entering either in September or in February. 

7. The illustrative models, fresh material of everyday value — 
newspapers and magazines as well as literary selections. 

8. The unique use of pictures for teaching purposes. 

9. Community interests, a vital part of the work — Health Cru- 
sade, Protecting the Birds, Clean-up Week campaigns. 

10. Americanism emphasized from cover to cover — in conver- 
sation, assignments, dramatizations. 

The course is flexible. The teacher can follow the daily 
lessons, or, if she does not have language every day, she 
can select one of the two monthly projects, or portions of 
both, to suit her needs. 

In preparing the book the author made an exhaustive study 
of recent investigations, surveys, and courses of study. 

Margaret Sangster's "A Song for Our Flag" and the 
selections from Longfellow's ''Hiawatha," Whittier's "Snow- 
Bound," and Edna Dean Proctor's "Columbia's Emblem" 
are used by permission of and by special arrangement with 
Houghton Mifflin Company, authorized publishers of the 
works of the authors named. 

Thanks are due to P. F. Collier and Son, Incorporated, 
for anecdotes about Darwin and Lincoln from Patten's 
"Among the Humorists." 

The selections from "Fairy Stories and Fables," "How 
the World Is Housed," "Peter and Polly," "Some Animal 
Fables," "Some Useful Animals," "Stories of Great Ameri- 
cans," "Stories the Iroquois Tell Their Children," and "The 
Story of the Forest" are reprinted from copyright books 
published by the American Book Company. 



PROJECTS 



PART ONE, GETTING IDEAS 



I. USING THE EYES 
September (or February) 

_ , . PAGE 

Project I : Making a Lan- 
guage Poster . , i 

Project 2 : Making a Little 

Dictionary 8 

October (or March) 
Project 3 : Making a Pro- 
gram 13 

Project 4 : Making up a Story 
for a Second-Grade 
Class 20 

November (or April) 
Project 5 : Challenging An- 
other Class to a 

Paper Chase 24 

Project 6 : Making a Pro- 
gram 30 

H. LISTENING 
December (or May) 
Project 7 : Doing Something 

for Somebody 35 

Project 8 : Making Gift Post- 
als 40 

January (or June) 
Project 9 : Making a Prop- 
erty Pledge 44 

Project 10 : Going on a 
Visit to the Li- 
brary 50 



HI. USING THE TONGUE 
February (or September) 
Project 11 : Making a Case 

for Written Work 56 

Project 12 : Making a Play of 

a Story 60 

March (or October) 
Project 13 : Visiting Some- 
thing in Your Lo- 
cality 66 

Project 14 : Choosing a Class 

Mascot 71 

April (or November) 
Project 15 :" Holding a Clean- 
up Campaign 76 

Project 16 : Making the 

School Yard At- 
tractive to Birds ....81 

IV. WRITING 
May (or December) 
Project 17 : Making a Class 

Magazine 86 

Project 18 : Presenting a Pag- 
eant 91 

June (or January) 
Project 19 : Making a Book- 
let for a First-Grade 

Class 96 

Project 20 : Going on a Class 

Picnic 100 



PROJECTS 
PART TWO. GIVING IDEAS 



V. FINDING OUT THINGS FOR 
YOURSELF 

September (or February) 

Project 21 : Making Class 

Posters 105 

Project 22 : Writing a Story 

for the Second Grade ..in 

October (or March) 

Project 23 : Having a Tree 

Party 116 

Project 24 : Advertising for 

Classroom Helpers .120 

November (or April) 

Project 25 : Holding a " Good 

English Drive " 125 

Project 26 : Making a Class 

Resolution 129 



VI. LISTENING ACCU- 
RATELY 
December (or May) 

Project 27 : Making Gifts for 

a Gift Shop 134 

Project 28 : Giving a Party for 

Parents 139 

January (or June) 

Project 29 : Forming a Class 

Library Club 144 

Project 30 : Making an Ani- 
mal Day Program .150 



Vn. TELLING SO THAT 

OTHERS LIKE TO LISTEN 

February (or September) 

Project 31 : Choosing a Na- 
tional Emblem 156 

Project 32 : Presenting a Na- 
tional Pageant 161 

March (or October) 

Project 33 : Planning a Gar- ' 

den 167 

Project 34 : Making a Story 

for a Program 1 73 

April (or November) 

Project 35 : Forming a Clean- 
up Club 178 

Project 36 : Making a Visit to a 

Park 183 



VHI. WRITING SO THAT 

OTHERS LIXE TO READ 

May (or December) 

Project 37 : Making a Bird 

Booklet 188 

Project 38 : Acting a Play on 

a Program 194 

June (or January) 

Project 39 : Arranging a Flag 

Day Program 200 

Project 40 : Class Field Day 

(or Indoor Meet) . . . 205 



PROJECTS 

PART THREE. THE ART OF SPEAKING 
AND WRITING WELL 



IX. TELLING WHAT (Stories 
and Descriptions) 
September (or February) % 
Project 41 : Forming a Better 

Speech Club 211 

Project 42 : Writing a Book 
about America. 
Chapter 1. A Day 
in America 219 

October (or March) 
Project 43 : Starting a Health 

Crusade 224 

Project 44 : Writing about 

America. Chap. 2. 

Our Greatest Tree. . .229 

November (or ApriC) 
Project 45 : Holding a " Good 

Speech Drive " 235 

Project 46: Writing about 

America. Chap. 3. 

An Adventure 241 

December (or May) 
Project 47 : Making a Joke 

Book 246 

Project 48: Writing about 

America. Chap. 4. 

An American Animal. 253 

January (or June) 
Project 49 : Planning a House. .258 
Project 50: Writing about 

America. Chap. 5. 

An American House . . 263 



X. TELLING HOW (Explana- 

tions) 
February (or September) 
Project 51 : A " Boom Your 

State " Campaign. . . 269 
Project 52 : Writing about 
America. Chap- 
ter 6. American 
Weather 276 

March (or October) 
Project 53: Protecting the 

Birds 283 

Project 54: Getting Ac- 
quainted with the 
Post Office 289 

April (or November) 
Project 55 : Crusade against 

Destructive Foes 297 

Project 56 : Taking a Class 

Walk 303 

XI. TELLING WHY (Reasons) 

May (or December) 
Project 57 : Making a Pro- 
gram for Mothers. . .307 
Project 58 : Choosing a Na- 
tional Hero for the 
Class 313 

June (or January) 
Project 59 : Making a Scout 

Poster . 318 

Project 60 : Making an Amer- 
icanism Program .... 324 



CONTENTS 



PART ONE. GETTING IDEAS 



Project i 

PAGE 

Game — use of saw and heard 5 

Titles of poems and stories 5 

Definition of stanza 5 

Capitals in poetry 5 

Capitals for names of God 5 

Definition of sentence 7 



Project 2 

Alphabetical arrangement 8 

Punctuation of sentence 9, 10 

Period with a statement 10 

Question mark, questions 10 

Definition of paragraph 10 

Indention 10 

Capitals in titles 10 

Project 3 

Position of 7 14 

The outline (model) 14, 15 

Beginning, middle, end 14 

Game — use of there is and 

there are 16 

Margin 16 

Form of a play (model) 17 

Project 4 

Hyphen 22 

Exclamation mark 23 



PAGE 

Quotation marks 2;^ 

Capital with quotations 23 

Project 5 

Game — use of were 26 

Parts of friendly letter 28 

Models of friendly letters 28, 29 

Beginning, middle, end 29 

Project 6 

Capitals — persons, places, days, 

months, holidays 32 

Game — use of isn't 32 

Alphabetical arrangement 33 

Sentence match 34 

Project 7 

Punctuation in letter 36 

Capitals in letter 36 

Good form in speaking 37 

Using the right order 38 

Project 8 

Capital for 1 40 

Words formed with less 40 

Words that stand for other 

words 41 

Addressing envelopes (model) ... 43 

Abbreviations, period 43 

Capital with title of person 43 



CONTENTS 



IX 



Project 9 

PAGE 

How to make a promise 46 

Use of / will and we will 46 

Topics and subtopics in out- 
lines 47 

Beginning, middle, end 48 

Project io 

Abbreviations and initials, 

period 52 

Sentence match — go, come, do, 
freeze, ring, sing, swing, buy ... £2 

Friendly letter (model) 53 

Addressing envelopes 53 

Models of letters and en- 
velopes 53, 54 

Connectives — and, but, yet, 
though 54 

Project ii 

Game — use of doesn't 58 

Model of composition 59 



Project 12 

Making a play (model) 60 

Commas with names of address. .65 

Project 13 

Apostrophe with singular 

possessives 67 

Using the eyes 68, 69 

" Key words " in outlines 68 

Game — forms of see 69 

Project 14 

Subject of sentence 71 

Definition of description 72 

Rearranging notes 73 

Forming words with un 75 



Project 15 

PAGE 

Game — use of this and that 78 

Commas, short quotations 79 

Singular and plural 80 



Project 16 

Using the eyes 



.81 



Sentence match — give, sit, 

bite, tear, teach, take 82 

How words are formed 83 

Contractions, apostrophe 85 

Project 17 

Capitals in personification 87 



Game — use of did 88 

Correct usage — this, that ; sit, set ; 

which, who, whom ; much, may . . 88 
Derivation 89 

Project 18 

Arranging a play (model) ... .91, 95 
Acting a pantomime 94 

Project 19 

Use of the dictionary 96 

Plural possessives 96 

Homonyms 97 

Correct usage — to, two, too 97 

Sentence match — speak, 

shake, burst, rise, lend, blow .... 98 
Game — it was 1 99 

Project 20 

Sentence match — begin, lie, 

shine, droivn 101 

Commas with yes and no 102 

Correct usage — at, to ; learn, 
teach; well, good 102 



CONTENTS 



PART TWO. GIVING IDEAS 



Project 21 

PAGE 

Sentence defined 107 

Punctuation of sentences 107 

Review of capitals 110 

Game — use of this and that. ... 110 
Review of punctuation 110 

Project 22 

Value of outlines 112 

Paragraph and indention 112 

Margin 113 

Form of the outline 115 

Project 23 

Apostrophe with contractions. .116 

Period with abbreviations 117 

Game — use of isn't 117 

Using the eyes 118 

Doing things in right order 118 

Project 24 

Seeing things for oneself 120 

Friendly letters (model) 123 

Politeness in letters 123 

Use of quotation marks 124 

Commas with short quotations 124 

Project 25 

Importance of correct speech . . . 126 
Main topics and subtopics 126 

Project 26 

Use of the dictionary 130 

Outlaw expressions 130 

Sentence match — break, hurt, 
throw, choose 130 



Project 27 

PAGE 

Business letters (model) 134 

Telling things in right order. ... 136 
How to make, or do, something . 136 



Project 28 

Rimes and jingles 141 

Game — use of saw, ran, did . . .143 



Project 29 

Commas with words of address. 144 

Commas in a series 144 

Declarative, interrogative, and 

imperative sentences 145 

Sentence match 145 

Quotation marks with titles .... 147 

Project 30 

Two ways to describe 150 

Subject and predicate 152 

Word pictures 154 

Project 31 

Capitals with personification. . . 156 

Sticking to a topic 157 

Topic sentence 157 

Quotation marks 159 

Commas, short quotations 159 

Sentence match — do, In , 
freeze, break 159 

Project 32 

Commas in series 162 

Model of pageant 163-165 

Game — use of isn't 166 



CONTENTS 



Project 33 

Learning to plan definitely . 

Antonyms 

Topic of a paragraph 

Indention of a paragraph . 



PAGE 

.167 
.169 
.170 
.171 



Business letters (model) 171 

Project 34 

Correct usage — it's, its; 
who's, whose; like, love; 
much, lots; have, of; rather, 
kind of; beside 176, 177 

Project 35 

Finding out something 178 

Homonyms 180 

Being definite (model) 181 

Project 36 

Connectives — and, but, be- 
cause 184 

Grammar game — verbs 184 

Comparison 186 

Than as connective 186 

Project 37 
Good form in writing (model) . . . 188 



PAGE 

188 



Capitals 

Correct usage — guess, think ; 
strange, funny; lie, lay. . 190, 191 

Different ways to begin para- 
graphs 191 

Project 38 

Persons of story 196 

Scenes of story 198 

Telling in right order 198 

Beginning, middle, end 198 

Project 39 

Game — double negatives 200 

Form of outline (model) .. .201, 202 

Correct usage — have, get ; a, 
an; real, very; among, be- 
tween; bring, take 202, 203 

Project 40 

How words are formed (chart 
of derivation) 206, 207 

Sentence match — break, 
throw, hurt, choose, lie, lay .... 208 

Telling in right order. 209 



PART three: the art of speaking 

AND WRITING WELL 



Project 41 

Where to get ideas 211 

Topic of a paragraph 212 

Using words right 214 

Form of friendly letters 

(model) 215 

The sentence 216 

Subject and predicate 216 

Review of capitals 217 



Project 42 

Careful writing 219 

Having a plan 220 

Review of punctuation 221 

Antonyms 222 

Game — this and that 223 

Project 43 

Main topics and subtopics 225 

Model of outline 225 



Xll 



CONTENTS 



PAGE 

Sentence match — draw, eat. . . . 226 

Nouns 226 

Using the senses 227 

Divided quotations 228 

Project 44 

Being definite in letters 229 

Topics in different paragraphs . . 299 
Comparing one thing to an- 
other 229 

Plan of a description 230 

Proper and common nouns 232 

Use of the dictionary 233 

Derivation 233 

Project 45 

What good speech means 235 

Using words right 236 

Correct usage — empire, um- 
pire; spill, empty; grand, 

great, awful; fine, nice 237 

Sentence match 237 

Subject of sentence 237 

Two uses of nouns 237 

Standard words 239 

Correct usage — kind of, that kind 240 

Project 46 

Singular and plural 241 

Beginning, middle, end 244 

Unity in telling story 244 

Use of the dictionary 244 

Simple subject 245 

Project 47 

Making a play (model) .... 247, 248 

Pronouns and antecedents 248 

How conversation is written .... 249 
Game — If I were 250 



Correct usage — aside, apart ; 
accept, except, let, leave. . .250, 251 

Project 48 

Questions about speaking 253 

Size, shape, color 254 

Verbs 255 

Simple predicate 256 

Project 49 

Correct usage — house, home. . .258 

How to ask questions 260 

Verb phrases 261 

Verb game — may, can 261 

Project 50 

Politeness in letters 263 

Accuracy in description 264 

Correct usage — like, as ; al- 
most, most 265 

Synonyms for variety 266 

Form of outline (model) 267 

Project 51 

Finding the facts 269 

How to discuss 272 

How to answer questions 273 

How to make requests 273 

Convenient phrases 274 

Project 52 

Explaining things 276 

Giving examples 277 

Adjectives and adverbs 278 

How words are formed 280 

Proper adjectives 281 

Project 53 

Comparatives and superlatives . 284 



CONTENTS 



Accuracy in details 285 

Prepositions 286 

Correct usage — a, an, the; 
in, into 287 

Project 54 

Addressing letters (model) 289 

Common abbreviations 290 

Brief and accurate answers 296 

Project 55 

Finding the right word 298 

Compound subjects and predi- 
cates 299 

Conjunctions 299 

Grammar game — " Hold the 

Fort" 300 

Interjections 300 

Project 56 

Seeing things completely 303 

Brevity in speech 304 

Simple and complete subject 

and predicate 305 

Grammar game — parts of 

305,306 



Project 57 



Linking verbs 310 

Review of parts of speech 310 

Analysis 311 

Prepositional phrases 312 

Project 58 

Gathering facts 313 

Capitals 314 

Review of punctuation 315 

Analysis 315 

Diacritical marks in dictionary . . 315 

Ways to get variety 316 

Both sides of a discussion 317 

Project 59 
Use of parts of speech in the 

dictionary 319 

Analysis 320 

Correct usage — only 320 

One way to get variety 322 . 

Project 60 

Analysis 326 

Arranging a pageant (model) 
327-329 



Note to the Teacher. For day-by-day class work in language 
the two projects a month furnish material for twenty lessons. If 
fewer lessons are desired, the teacher should select the portions that 
best supply the needs of her class. In the Contents she will find the 
essentials in technical matter. 

The lesson units are numbered. One hundred and twenty formal 
talks'are provided, one for each week. Each talk is preceded by a 
pronunciation game or drill. This should be rigidly limited to several 
minutes, and repeated at intervals during the week. When used on 
the day of the formal talks, it serves to " tune up " the class into a 
careful mood for enunciation of the talks. The precedent should be 
established at the start for a talk from each pupil, not from a favored 
few, or even from the majority. 

Full references to teaching points are given in the Index. 



BOYS AND GIRLS 

This book is going to help .you to be better Ameri- 
cans. Did you know that in our beloved United States 
there are eight and a half million people over ten 
years of age who cannot speak, read, or write our 
language ? Our country cannot mean the same to 
them as it does to us, because they do not talk the 
language of the country. 

What can we do about it ? We can make it our 
business to see that all the boys and girls we play and 
work with speak English and are good Americans, 
the kind of Americans that make good citizens. This 
book is going to tell you how to speak the English 
language as every American should speak it. 

This is our country. Washington, Lincoln, and Roose- 
velt are our heroes. " Old Glory " is our flag. We love 
them all — heroes, flag, and country. That is because 

We Are Americans ! 




LANGUAGE POSTER 

i. Conversation. Can you see our flag with your 
eyes shut ? How many stars are there ? How many 
stripes? What do the stars and the stripes mean? 
Tell about an American flag that you have seen. 

Our flag belongs to each one of us — to Mary, to 
John, and even to the little boy and girl from another 
land who have come to live in this country. How 
can we show that we love the flag? What things 
should we never allow anybody to do to it? What 
are the boys and the girls doing in this picture ? 

Here is the promise that every good American 
makes. Talk about what it means. Learn it by 
heart. The Flag Salute 

I pledge allegiance to my flag and to the 
Republic for which it stands — or 3 nation, 
indivisible, with liberty and justice for all. 

Pledge means " promise." 

Allegiance means " obedience and love." 

Indivisible means " not divided.'' 

Rise and give the flag salute. 




lANGUAC^ 



2. Conversation. Language is just as much a part 
of our country as is the land. If everybody but 
us stopped speaking English and talked in some 
strange language, this would not seem like America 
at all. Why not ? Could you buy a loaf of bread 
as easily as you can now ? Tell other things that it 
would be hard to do. 

Land and language both make our country. 

Here is the flag of language streaming to the breeze. 
We should guard it as we would the Stars and 
Stripes. We should not soil it by talking carelessly 
and using slang. Whenever we misspell a word or 
talk incorrectly, we drag down our language flag. 

We have given our flag salute. Let us now learn 
a pledge for our language flag, so that we can be real 
Americans in speech as well as in pride of country. 
Let a pupil draw this language flag on the board. 



A Language Pledge 

I pledge allegiance to my flag and 
to the language for which it stands — 
the English language, which I pledge 
myself to speak and to write cor- 
rectly, a little better each day. 

Rise and salute, while a pupil gives the pledge aloud. 




" OUR NATIVE LAND " 3 

3. Using the Eyes. We say very proudly, "I am an 
American !" but do we know how big our country really 
is and what beautiful things there are to see in it ? We 
could travel from place to place for many years and even 
then not see all the interesting things in this country. 

If somebody asked you to name the most important 
seas, the plains, the hills, the mountains, the lakes, and 
the rivers of the United States, what should you tell him ? 
Write them on the board. 

What is the most precious thing that we have in this 
country? It is something that you cannot see, but some- 
thing that thousands of people have come here to find. 
That sounds like a riddle. Try to guess it. Perhaps 
this poem will help you. 

Our Native Land 

1 From sea to sea my country lies * 
Beneath the splendor of the skies. 

2 Far reach its plains, its, hills are high, 
Its mountains look up to the sky. 

3 Its lakes are clear as crystal bright, 

Its rivers sweep through vale and height. 

4 America, my native land, 

To thee I give my heart and hand. 

5 God in his might choose thee to be 
The country of the noble free ! 

Marie Zetterberg Jelliffe 



* The number with each stanza will make it easier for you to refer to different 
stanzas. 



4 OPENING THE MOUTH WELL IN SPEAKING 

4. Map Study. Point out on the map some beautiful 
or wonderful places in the United States. Tell where 
you went when you were farthest from home. Tell 
where you would like to go for a trip. 

5. Opening the Mouth Well in Speaking. When you do 
not open your mouth wide enough in speaking, your words 
run together and sound indistinct. Then people cannot 
understand what you say. Throughout this book you 
will find games * to help you improve your voice ; for 
speaking well is part of the language pledge. 

When you say something to the teacher or to the class, 
it is well to face the teacher or to come to the front of 
the room where you can face the whole class. It is polite 
to look straight at people when you speak to them. It 
is also polite to speak loud enough to be heard ; so open 
your mouth and let the voice come out. 
*. Horn Game. Open your mouth and sound all, going 
up and down the scale. Pretend that your mouth 
is a big horn letting out a full round tone. 

A Talk to the Class. Memorize the stanza that you 
like best in the poem on page 3. Come to the front of 
the room and recite it to the class. Then tell one of two 
things : (z) Where you went when you were farthest 
from home, or (2) What you would like to see in our 
country some day. The whole period will be devoted to 
talks, and each pupil will speak. 

* All games should be limited to several minutes and repeated as needed. In this 
book a pronunciation game is placed before each talk. It may be used at any time. 
When used in the period devoted to talks it should never exceed several minutes. 



DICTATION OF CLASSROOM MOTTOES 5 

6. Conversation and Dictation. Talk about what these 
selections mean. Then write them from dictation. 

Notice in the fifth selection that the word " God " 
begins with a capital letter. 

1. I was born an American. I will live an American. I shall 

die an American. — Daniel Webster. 

2. Believe in your country. Be Americans. — Henry Cabot 

Lodge. 

3. The world must be made safe for democracy. — Woodrow 

Wilson. 

4. We must stand shoulder to shoulder for the honor and 

greatness of our country. — Theodore Roosevelt. 

5. Where our flag leads we follow. We know that the hand 

that bears it onward is the unseen hand of God. 
— Albert J. Beveridge. 

Copy one of these selections as a classroom motto. 

A Word Game. Pretend that you were asleep and 
dreamed. The teacher will ask, " What did you see (or 
hear)? " You answer by telling of a flower, an animal, 
or a tree that you saw or heard ; as, " I saw a daisy," or 
" I heard an owl," not (" heared "). 

7- Talking about a Poem. Compare the poem on page 3 
with that on page 6. What is the subject, or title, of 
each? How many parts, or stanzas, are there in each? 

Look from page 6 to page 7 and tell how the lines on 
page 7 differ from the lines of the poem. In what way 
are the lines of the two poems on pages 3 and 6 alike? 

Remember: Each line of poetry begins with a capital letter. 
All names of God begin with a capital letter. 

BOL. EL. EV. ENG. 2 



TALKING ABOUT A POEM 



The Flag 
1 Here comes the flag ! 
Hail it ! 

Who dares to drag 
Or trail it? 
Give it hurrahs — 
Three for the stars, 
Three for the bars. 
Uncover your head to it. 
The soldiers who tread to it 
Shout at the sight of it, 
The justice and right of it, 
The unsullied white of it, 
The blue and the red of it, 
And tyranny's dread of it ! 



2 Here comes the flag ! 
Cheer it ! 
Valley and crag 
Shall hear it. 
Fathers shall bless it, 
Children caress it, 
All shall maintain it, 
No one shall stain it. 

Cheers for the sailors that fought on the wave for it ! 
Cheers for the soldiers that always were brave for it ! 
Tears for the men that went down to the grave for it ! 
Here comes the flag ! 

Arthur Macy in The Youth's Companion 

Look at the picture above, showing the soldiers 
marching home. Where did they crush the tyrant? 
Why would the Germans dread our flag ? How have our 




THE SENTENCE ■ 7 

brave soldiers and sailors kept the flag "unsullied," or 
clean ? 

Close your books and listen while your teacher reads 
the poem aloud. What part of the poem does the pic- 
ture describe? What things does the poem tell us to 
do for the flag ? What things should we not do ? 

8. The Sentence. The teacher will select six pupils 
to read the first stanza aloud, one after the other. How 
should you divide this stanza among the pupils to make 
complete thoughts? Each of these is called a sentence 
because it expresses a complete thought. 

Remember: A sentence expresses a complete thought. It 

makes sense. 
Write five complete thoughts, or sentences, about the flag. 
fUv^.*. 9- A Pronunciation Game. Sound 

^ final ing {doing, not "doin"'). Draw 
7 a six-pointed star and write the words 

\s^ at the points. 

A Talk to the Class. Tell the class 
~"~^ what you think are the three best 

ways of showing honor to the flag. 

10. Handwork : Making a Poster. Draw a picture of 
your country's flag and your language flag crossed. 
Underneath copy the language pledge 
in your very best handwriting. The dSSS^. l***ci, 
best posters will be placed on the class- 
room wall. 

Conversation. Which poem do you like better, the one 
on page 3 or the one on page 6 ? Why ? 




PROJECT II. MAKING A LITTLE 
DICTIONARY 

ii. Getting Acquainted with the Dictionary. To help you 
keep the language pledge you will find the dictionary 
a good guidebook. Your teacher will place on a desk 
a large dictionary. Pretend that you are a detective 
trying to find out something about this book, which holds 
more secrets than any other book in the world. It has 
over 400,000 secrets. The dictionary will tell you the 
secret, or the meaning of the word, if you know where to 
find the different words. 

Finding Out Something. The teacher will appoint four 
pupils to be heads of committees. Each chairman will 
choose three other pupils to serve on his committee, 
taking turns in choosing. When twelve other 
pupils have been chosen, these committees 
will take turns in coming to the diction- 
ary with the teacher and looking up the following 
questions : 

1. How many pages are there in the large dictionary? 

2. In what part of the book should you look for appetite, manual, 

and zebra f 

3. What have you found out about the arrangement of words? 

4. What helps you to find a letter quickly? 

One pupil from each group will write the question on 
the board. After the committee has found the informa- 
tion with the teacher and decided what the answer should 
be, another pupil will write the answer. 

Copying. Copy the questions and answers. 

8 




HOW TO WRITE A SENTENCE 



12. Seeing Thoughts on the Page. Read these two 
stories aloud. Which is easier to read? Why? 



(a) The Dog and the Shadow 
A dog with a piece of meat 
in his mouth was crossing a 
brook. He looked down into 
the clear water and saw his 
shadow there. He thought that 
it was another dog with a bigger 
piece of meat. So he dropped 
what he had and jumped into 
the water for the other piece. 
The meat sank to the bottom, 
where he could not get it again. 
Of course he did not find an- 
other dog. Thus by being so 
greedy he lost all that he had 
and was obliged to go without 
his dinner. 



(b) THE TAME CROW 

a tame crow had not had any- 
thing to drink for a long time 
there was a little water in a 
pitcher but it was so low that 
she could not reach it what 
was she to do she tried to break 
the pitcher with her beak or to 
overturn it on the ground it 
was too hard and too heavy 
then she thought of a plan she 
picked up ' a number of little 
stones and dropped them one 
by one into the pitcher in this 
way the water was soon raised 
so high that she could easily 
reach it 



James Baldwin: Fairy Stories and Fables (Adapted) 



Why was the first fable easier to read than the second ? 
What made "breathing spots" in the fable on the left? 
What told you where you could drop your voice? How 
many sentences are there in the first fable ? How does 
each begin ? How does each end ? 

When we forget to put our capitals and periods in the 
proper places, what we write becomes as puzzling as the 
fable about the tame crow, (b). 

Remember: A sentence should begin with a capital and should 
end with a punctuation mark. 



io MAKING IDEAS STAND OUT 

13. Statements and Questions. Do all the sentences in 
the fable about the tame crow, (b), tell something? 
Which sentence asks something? What mark can you 
use to show that a sentence asks a question ? 

Remember: A sentence that tells something ends with a period. 
A sentence that asks a question ends with a question mark. 

For blackboard class work find the sentences in fable 
(b) on page 9. Copy the fable on the board, with the 
beginning and the end of each sentence properly marked. 
To make periods stand out, enlarge them, like this • 

14. Making Ideas Stand Out. Read the titles of the two 
fables again. Which stands out better? Why? 

Look at the beginning of each fable. Which stands 
out better and tells you exactly where the fable begins? 
Why? Each fable is a paragraph, for it is a group of 
sentences about a topic. In writing we begin a paragraph 
an inch farther to the right than the other lines. 
This beginning a little to the right is called indention. 
The paragraph on the left is correct in form. The para- 
graph on the right is incorrect. It should be indented. 

Remember: Write the chief words of a title with a capital. 
Indent the first word of a paragraph. 

15. A Pronunciation Drill. Copy on the board the first 
names of the pupils in the class. Pronounce each name 
carefully. Which names are people careless in pro- 
nouncing ? 

A Story Retold. Tell the class either of the fables on 
page 9 or another that you have read. 



ALPHABETICAL ARRANGEMENT n 

16. Dictation. Copy the fable about the crow correctly. 
To see whether the fable is written right, exchange 

papers. As the teacher reads the fable again, she will 
tell you where capitals, periods, and the question mark go. 
Put a cross where they are wrong. 

17. Doing Something All Together. Arrange the follow- 
ing words according to the letters of the alphabet, for that 
is how words are put in the dictionary. 

horse ape cow goat kill ox queen soft wag 

daisy new ear baby ink learn rat tank vain 

fox man pair up zebra you joy 

Beside each word write another word with the same 
first letter. Decide which of the two words would go 
first in the dictionary. What would tell you? 

Make an alphabetical list of all the words used. 

18. Handwork : How to Make a Little Dictionary. To 
learn where to look for words in the dictionary you will 
now make a little dictionary of your own. Take a sheet 
of paper, size 8-^ by 11 inches, and fold it once to look like 
a book. Fold it a second time. Pin it at the back. 
Cut the leaves. 

Lay the books down with the back (with the pin) 
towards your left hand. Point to the front cover. Point 
to the back cover. How many sheets are inside ? Num- 
ber these 1, 2, 3, 4. 

What should you put on the front of your little diction- 
ary to show that it is your book? Talk about different 
things to draw. Tell where you could keep new words. 




SEEING WORDS RIGHT 

19. Breathing Game. Practice taking good full 
breaths. Rise and, while your teacher counts 
five, slowly raise the arms at the side, breath- 
ing in deeply. Exhale and lower the arms 
slowly, while she counts five. Repeat this five times. 

A Talk to the Class. Tell how you decorated your little 
dictionary. 

(a) Tell everything that you put on your cover. 

(b) Hold the booklet up for the class to see. 

20. Seeing Words Right. This year you are going to 
play games to help you use words right. For instance, 
there are a hundred spelling words that have puzzled so 
many children that they have been nicknamed "demons." 
You are going to conquer these demons a few at a 
time. 

Every word that you misspell is a demon for you to 
conquer, so you will pen these words up in the little dic- 
tionary until you conquer them. Pretend that the in- 
side of the back cover of the little dictionary is the prison. 
Write " Prison for Demons" at the top. Now copy your 
misspelled words on the prison page. When you have 
tamed a demon by learning to spell it right, you may let it 
out of prison by rubbing the word out. 

Then, too, you will play other games to help you pro- 
nounce and use words correctly. These games will help 
you to keep the language pledge. Let us repeat it. 
"jFjf Spelling Demons. Observe each word carefully. 

among which once shoes much instead 
trouble there just used since country 



PROJECT III. MAKING A PROGRAM %/ 



21. Seeing the Full Meaning of a Poem. Read this poem 

carefully : 

An Arbor Day Tree 

1 "Dear little tree that we plant to-day, 
What will you be when we're old and gray ? " 

2 "The savings bank of the squirrel and mouse, 
For robin and wren an apartment house. 

3 " The dressing room of the butterfly's ball, 
The locust and katydid's concert hall. 

4 "The schoolboy's ladder in pleasant June, 
The schoolgirl's tent in the July noon. 

5 "And my leaves shall whisper them merrily 
A tale of the children who planted me." 

The Youth's Companion 

How many and what animals are spoken of? Write 
their names on the board. When was the poet thinking 
of them as people ? Which words tell you ? What was 
the butterfly before it became a butterfly? Draw it 
on the board. 

What does each of these little animals like to do best 
in the tree? Which have you seen do it? Which of 
these things can you see best and which can you hear 
best? 

Name a tree that makes a good ladder. Name one 
that makes a good tent. Why is June used for one and 
July for the other ? What fun could you and another 
boy or girl have in a tree in winter ? in summer ? in the 
fall ? in spring ? 

Who can say the poem by heart after talking about it ? 



14 



THE OUTLINE 



22. A Humming Game. Hum to make good tone. Close 
the lips and hum the letter m. As you hum, open the 
mouth and let your voice come out through both mouth 
and nose. 

A Talk to the Class. Tell about the fun you had in a 
tree with somebody. When you speak about yourself 
and some one else, where should you put your own name, 
to be polite? Begin: "John and I." 

Who remembered to put / last ? 

23. Seeing the Skeleton, or Outline. Did you ever see 
the picture of a man's skeleton? It gives you an idea 
of his general shape. A skeleton is a framework. 

The chief thoughts in our writing and speaking make 
a skeleton. We call them an outline. The words and 
the sentences that we use to express our thoughts are like 
the muscles, the skin, and the hair covering the skeleton. 
These are not shown in a skeleton. Compare these 
skeletons : 




Remember: An outline is a skeleton. It gives the chief 
thoughts. 

The Beginning, the Middle, and the End. A paragraph 
or a poem usually has three parts: a beginning, a 
middle, and an end. These are like a head, a body, and 
a tail. 



THE BEGINNING, THE MIDDLE, AND THE END 15 

Look at this row of animals and point out the head, 
the body, and the tail of each. Notice how very different 
these can be. It is the same way with speaking and writ- 
ing. 




T3 



The Arbor Day poem on page 13 has a beginning, a 
middle, and an end. Try to find them. 

I. Beginning (asks something) 

II. Middle ". . (explains something) 

III. End (promises something) 

Which part was the biggest in the animals? in the 
poem? That is where most of your thoughts should 
go. If you take too much time in starting to say some- 
thing, we lose interest. If you do not know when to 
stop, we get tired waiting for you to finish. Have a 
good, short ending and a good, short beginning, and put 
most of your thoughts in the middle part — the body. 

24. Making a Blackboard Class Outline. Read the part 
of the poem that explains. How many things does it 
say the tree will be? All these are important thoughts 
that make up the body of the poem. The teacher will 
make an outline on the board under the three heads 
given above. Under the middle part, a little distance to 
the right, she will put the six words that explain what 
the tree will be, as you select them. 



i6 



MAKING A PLAY 



The outline of the poem will be in this form : 

I. Beginning [What question?] 

II. Middle [What answer to the question?] 

a savings bank squirrel and mouse 

b [What ?] [For whom ?] 

c [What?] [For whom?] 

d [What?] [For whom?] 

e [What ?] [For whom ?] 

f [What?] [For whom?] 

III. End [What promise ?] 

A Word Game : Correct Use of there is and there are (not 
"they are"). Go the rounds of the class, making up 
sentences in which you tell different things that are 
found in trees. Every second pupil will tell of more 
than one thing or animal — "There is a nest in the 
tree. " " There are two birds in the tree." 

25. Making a Play from the Poem. We are now going 
to turn this little poem into a play. Along the left side 
of a piece of paper we always leave a blank space about 
an inch wide, called the margin. In this margin we shall 
write the names of the speakers, after we have chosen 
them. Instead of having only one tree reply, we are 
going to pretend that six different trees answered, and 
divide the speech among the six trees. 

Look carefully at this row of trees. Choose one for 
each of the parts described in the poem on page 13. 
Name other trees that you know. 



liPniPP 



CRITICIZING THE PLAY 17 

Blackboard Class Work. The following is an outline of 
the poem made into a play. Talk about it. Observe 
the form. The teacher will fill it in on the blackboard 
on the dotted lines as the class decide. 

Title. The Arbor Day Tree 

Scene [ Fmhl -1 

Characters. 

A Child 

Six Trees 

[Fill in.] [Fill in.] 




Child [Copy the question.] .... 

First Tree [Copy the line that suits.]. . . . 

Second Tree .... [Copy the line that suits.] 

Third Tree [Copy the line that suits.] .... 

Fourth Tree .... [Copy the line that suits.] .... 
Fifth Tree ..... [Copy the line that suits.] .... 

Sixth Tree [Copy the line that suits.] .... 

All the Trees Together .... [Copy the lines that suit. 



26. Writing a Little Play. Using the model on the board, 
copy the poem as a play. Make the speeches full sen- 
tences by supplying more words than the poem gives. 
Begin each speech with "I shall be . . ." 

Criticizing the Play : The Right Form. 

1. Does your play follow the form given above? 

2. Are the chief words of the title written with capitals? 

3. Does each sentence begin with a capital? 

4. Which sentence ends with a question mark? 

5. Enlarge the periods. Was any period omitted? 



1 8 ACTING THE PLAY 

27. Acting the Play for an Audience. Play this poem 
a number of times with different pupils taking part each 
time. The best seven will be chosen to give the play 
at the morning exercises or for the Arbor Day program. 

How could the children who play trees be decorated 
to show their parts ? 

A Word Game. The beheading game tests quickness 
in thinking. 

(a) Cut off the head of each word ; as, learn, earn. 

(b) Arrange the new words alphabetically. 

learn know glance gray chose 

again many done away turn 

28. An Unfinished Story. Think out answers to the 
questions that are given at different parts of this story. 
Each pupil in the class has a chance to make the story 
end the way he wants it. 

One day last week I was walking in the woods, when suddenly 

I heard a noise [What might it be?] I listened and 

listened. The noise was repeated again and again. I crept 
nearer, as quietly as possible. All at once, in the dimness of the 

woods I stepped too far and something happened ! [What 

might have happened ?] Bruised and shaking, I made my 

way out of the woods to the highway, where I hailed a passing 

automobile and was taken [Where ? Why ?] That 

evening when I sat again before the fire with my family, I made 
the promise : 

"Never again will I [What?] ..." 

^ Spelling Demons. Use in sentences and spell. 

would answer easy truly forty piece whole 
many tired knew every break ready seems 



A TREE DAY PROGRAM 19 

20. A Pronunciation Game. Draw a checkerboard 
and write the words in the spaces. 

picture (not "picter") you (not "youse") asked (not "ast") 
hollo (not " holler") dare (not "dast") twice (not "twict") 

swrely (not "shorely") once (not "onct") ought (not "art") 

A Talk to the Class. Tell the unfinished story that 
you have talked about on page 18. 

30. Giving a Program in a Class Period. The best work 
done during the. last two weeks will now appear on a 
program. Ask your teacher to allow you to invite a 
pupil from another class to be present as a guest. 

The teacher will appoint a pupil to act as chairman to 
announce the different numbers of the program. Copy 
this program neatly and lay it on the teacher's desk, so 
that there will be enough copies to distribute. 




c fiO <^w© 



&&8$&g& 



AN ARBOR DAY PROGRAM ~ °'^m$& 

R-ECITATION IN RELAY.* Our Native Land (.Page 3) . . . Five pupils 7 

A PLAY. What the Trees Said (Page 17) Seven pupils 

A POEM. An Arbor Day Tree (Page 13) One pupil 

TEN TALKS. Fun in a Tree (Page 14) Ten pupils 

TWO FABLES retold (Page 9) Two pupils 

recitation in RELAY. The Flag (Page 6) Two pupils 

FIVE TALKS. What Happened in the Woods (Page 19) . . Five pupils 

THE LANGUAGE PLEDGE (Page 2.1 The class 

EXHIBITION OF LITTLE DICTIONARIES (Page II) .... The class 

(Names of Tamed Demons on the Board) 

" In relay " means " one after the other." J&i 





PROJECT IV. MAKING UP A STORY FOR A 
SECOND-GRADE CLASS 

31. The Beginning of the Story. We are now going to 
make up a little story to send to the second-grade class : 

Once upon a time a Good Fairy wandered into the second-grade 
schoolroom. "Well, well, well !" she cried. "What's all this?" 
The twenty-six letters of the alphabet had all tumbled out of the 
reading books and lay at the desks fast asleep. "Well, well, 
well !" repeated the Good Fairy. "This will never do !" 

"We're tired of being letters," said a sleepy voice in front of 
the teacher's desk. " Please change' us into something else." All 
the other letters sat up, wide awake, and said "Please do !" so 
hard that the Good Fairy jumped. 

" Well, well, well ! " she said. "The King of Fairyland has all 
the names locked up in a secret place, and I do not know where 
it is. I'll change you into animals, if the boys and girls in the 
fourth-grade room can give you names." 

Each little letter clapped its hands, and X, Y, and Z almost 
stood on their heads for joy. They thought that surely their 
good friends, the children, would turn them into animals. 

The Good Fairy took the twenty-six letters to the fourth- 
grade room and made them stand up for the girls and boys to see. 




She felt very sorry because they did not stand up in good order. 
Which should come first ? which last ? which in the middle ? 

Dictionary Work. Take out your little dictionary. Copy 
the letters of the alphabet in order on pages 1 to 4, writing 
six on each of the first three pages, and eight on page 4. 
Write the name of an animal beside each letter. Write 
the ones that you know best first. 



THE STORY CONTINUED 21 

32. Blackboard Class Work and Conversation. Get char- 
acters for an animal alphabet : 

(a) In alphabetical order write on the board all the 
animals suggested for each letter. Where there is no 
animal suggested, leave the letter blank ( ). 

(b) Talk over the different animals as to size, color, 
and anything else that describes, so that everybody gets 
an idea of what the animal looks like. By raising hands, 
vote to see which names of animals should be kept for 
the different letters. Rub the other names out. Copy 
the list of animals to hand to the Good Fairy. 

^ 33- Horn Game. Pronounce the following words, 
opening the mouth wider for each successive word : 
boon, bowl, bawl. 

A Talk to the Class. Divide the animals among the 
class. Pretend to be the animal you are describing. 

Begin " I am ." Don't tell the name of the animal. 

When you are through, see who can guess which animal 
you have described. Tell size, color, and one other thing. 

34- The Middle of the Story. 

The next day the Good Fairy came to the fourth-grade school- 
room, where she had left the letters asleep. "Well, well, well !" 
she said, tapping her wand on the floor. "Have you names 
for all my letters? Who speaks for the fourth-grade class?" 

A pupil arose and walked up to the Good Fairy. "Here," 
said he [or she], "are the names of animals." 

As the Good Fairy read the names aloud, each little letter 
sat up straight and turned into an animal. They all began 
to talk at once — the cat to mew and the dog to bark. Sud- 
denly the Good Fairy cried out in alarm, "Well, well, well ! 

BOL. EL. EV. ENG. 3 



22 THE STORY ENDED 

this will never do. You haven't names for all the animals. 
Some are still asleep. I can't find these names ; for the King 
of Fairyland keeps them hidden away in the book of 400,000 
secrets. You have ten minutes to find them or I'll change 
back every animal into the ietter from which it came." 

Oh, how the animals trembled — all but those who were 
asleep! The Fairy pointed her wand at the pupil from the 
fourth grade. "Go and tell your classmates!" she said. 

Finding Out Something. The teacher and the class will 
find animal words for "the letters that are asleep." 
In what book will they look for them ? 
End of the Story. 

In ten minutes the pupil from the fourth-grade room re- 
turned, waving a paper at the Fairy. She took it and read 
out the names . . . [Fill in] . . ., awakening each sleeping letter 
as she read his name. "Well, well, well!" she said, as she 
made a bow to the . . . [Fill in] . . ., the biggest of the 
animals, " the girls and boys of the fourth grade have discovered 
the book of 400,000 secrets!" E. M. B. 

35. Handwork. Make a booklet of two sheets of 
paper about 1 1 inches by 8-| inches in size by folding them 
once like a book and pinning them. Decorate the cover. 
Print the title and your name on it. 

36-37. Dictation. Copy the story in the booklet. The 
teacher will give the punctuation marks the first day, 
but not the second. Observe the inch margin. 

If you must divide a word at the end of a line, break 
it at a syllable and use a hyphen. See how it is done in 
the story above. 

Remember: A hyphen is used when a word is completed on 
the next line. A Iways break a word at Die end of a syllable. 



ACTING THE STORY 23 

*m£Lxf\ 38. A Pronunciation Game. Sound the final ing. 



■biL^kma 



Draw a ladder and write five words on the rungs. 
A Talk to the Class. Retell the story for the 
t^n\ second-grade class. 

39. Planning to Act the Story. How many characters are 
there in this story ? Write their names on the board, one 
under the other. In what place does the story begin, 
and where does it end ? 

Who will play the different parts? Take a piece of 
cardboard or paper, print your letter on one side and the 
name of the animal on the other, and fasten the card 
on a string to hang around your neck. When the Good 
Fairy changes you into an animal, turn the card to show the 
name of the animal. What should the Good Fairy carry ? 

How could the letters pretend to be asleep ? 

What different things does the Good Fairy say? Prac- 
tice saying them. Which words does she keep repeating ? 
Try to say these words with feeling. Notice the mark (!) 
that tells you to put feeling into your voice. This is 
called the exclamation mark. 

Remember: Quotation marks show where a speech begins 
and ends. Begin a quotation with a capital. 
The exclamation mark shows feeling. 

40. Playing the Story. Play the story in the class- 
room. Let different pupils try being the fairy. Decide 
who is the best. 

Reading the Story to Another Class. The pupil who 
told the story best will read it to the second-grade class. 



PROJECT V. CHALLENGING TO A 
PAPER CHASE 

41. Conversation: Challenging Another Class to a Paper 
Chase. How should you like to challenge another class to 
a paper chase, or the game of Hares and Hounds ? The 
run can be held on a Saturday afternoon, but many 
things, like drawing up the rules and sending out the 
challenge, must be attended to first. We shall now make 
them a part of our English work. 

Here is the account of how Ole Anderson arranged 
such a challenge between the Cliff School and the Town 
School. 

"Look here, fellows," said Ole, "we can't beat the Towners 
at football or baseball or track — we all know that — but I 
should like to get them out for a paper chase." 

The other boys looked at one another. " How can you manage 
to make a fair match ? " asked Joe Morris. 

"Well, let's see," Ole answered, drawing out a paper, "we can 
have two runs, a week apart. One time they can be the hares 
and we the hounds, and the next time we can turn about. The 
team of hares that makes the best time over the hounds will 
win. Now see whether you think they'd agree to these 
rules." 

He read the list, which he had carefully worded : 

1. There shall be two hares and six hounds. The hares shall 

have eight minutes' start of the hounds. 

2. The hares must return within one hour from the time of 

starting. 

3. The hares shall run together. If they separate, only one may 

drop scent while they are so separated. 

4. Scent shall be dropped as often as every five steps. 

24 



A BLACKBOARD CLASS OUTLINE 25 

5. Scent may be dropped behind trees or bushes, but not hidden 

under anything, or by putting anything over it. 

6. The hounds must follow the trail unless they actually sight 

the hares, in which case they may leave the trail and run 
for the hares. If the hounds catch the hares before they 
get back to the starting point, the run is over. 

The other boys unanimously accepted the rules, elected Ole 
captain, and named him, with Joe Morris, a committee to lay 
the matter before the "Towners." 

Samuel Merwin in The Youth' 's Companion 

What two names are given to this game? Which do 
you like better? Why? Which do you think is the 
older crowd of boys? Why? How did Ole get his set 
of rules? Why must we have rules in a game like this? 

Talk about the six rules. Why is each necessary? 

Have you ever played this game? Tell about it. 

42. Making a Blackboard Class Outline. The teacher 
will write the chief thought of each rule, as the class select 
it ; as, 1. Number of hares and hounds. How much start 
the hares have. Where two separate things are given, 
as in No. 1, it is better to make two rules. See whether 
you can get ten points. Put them in a column and num- 
ber them. 

^ 43. Horn Game. Pronounce fate, fat, far, fall, open- 
ing the mouth wider for each successive word. 

A Talk to the Class. Tell how a paper chase is held. 

Did the speaker give all the important things or did 
he omit one ? Were these in the right order ? Did he 
have good beginning and ending sentences ? 



26 THE CORRECT USE OF WERE 

44. Conversation. Tell where you might have a paper 
chase in your neighborhood. Who in the class would 
make the best hares and the best hounds ? 

Talk about each rule. See whether it suits your 
country and school. Must you change any of the rules 
to suit your chase? Which rules are necessary? 

Let the class decide whether they shall elect a captain. 
Write the name of the person you want as captain on a 
small piece of paper. Lay it face down on your desk. 
The teacher will appoint two pupils to collect the votes. 
After school they will count them with her and report 
the result at the next meeting of the class. The pupil 
who is elected captain will get his team together outside 
of school and practice as Ole Anderson's team did. 

A Word Game : Correct Use of Were. Pretend that you 
have been asleep and dreamed that a classmate was 
some animal or flower. Your classmate asks, "What 
did you dream that / was?" You answer, "I dreamed 
that you were a squirrel." Go the rounds. 

45. Making a Blackboard Class Outline. Make the out- 
line of the set of rules to send to the other school. 

Writing a Set of Rules. Make up a title and a beginning 
paragraph. Copy the rules in your best handwriting. 
Correct your paper : 

1. Is each important word in the title capitalized? 

2. Is the introductory paragraph indented? 

3. Is each rule numbered and indented? 

4. Does each sentence begin with a capital and end with 
a period ? 



CONVERSATION ABOUT PROVERBS 27 

46. Correcting and Copying Sentences. Copy the fol- 
lowing so that we know they are sentences. How will 
each begin ? How will each end ? 

1. haste makes waste 

2. a new broom sweeps clean 

3. make hay while the sun shines 

4. a stitch in time saves nine 

5. many hands make light work 

6. two heads are better than one 

7. be swift to hear and slow to speak 

8. look before you leap 

9. every cloud has a silver lining 

10. he laughs best who laughs last 

11. a man is known by the company he keeps 

12. well begun is half done 

Conversation. Talk about what each proverb means. 
Tell a little story to show that one of these proverbs 
could be true of a paper chase or of life in school. See 
who can tell the most interesting thing to show that the 
proverbs are true. 

47. A Pronunciation Game. Sound th and ht in the 
\X following words. How do the sounds differ ? 

length breads streng//z htight width twelfth 

A Talk to the Class. Tell a little story to show that 
one of the above proverbs is true of life in school, any 
game, or a paper chase. 

Criticizing the Talks. The teacher will sit in the back 
of the room and keep a record of the pupils who can be 
heard easily and of those who look straight at the class 
in speaking. 



28 



HOW TO WRITE A LETTER 



48. The Parts of a Friendly Letter. Look carefully at the 
following letter. How many different things does it 
tell you ? Where is each placed ? Point to the margin. 
Point to the indention of the paragraph. How many 
sentences are there in the paragraph? What is the 
message ? 

Notice the five important parts of a letter. 



0AM/ tf ~& d*^Ls cAaMemMMJ 

yia&c/idaAf, }yrv&ryt4UAJ -£l£tteyntA/. 
/ ]/kt/si*ix£*<JL/ XJcts A^t> ^IjuJu /UrO 



Heading 

Salutation 
Body of letter 



Complimentary 

close 
Signature 



A properly written letter answers five questions 

1. From what place was the letter written? 

2. When was it written? 

3. Who wrote it? 

4. To whom was it written ? 

5. What did it say? 



THE PARTS OF A FRIENDLY LETTER 



29 



49. A Blackboard Class Paragraph. Make up a challenge 
to another class. Try saying it different ways. The 
teacher will write on the board the sentences that you 
decide are the best. 

50. Writing a Blackboard Letter. Compose a letter in 
class. In it put the paragraph from the board as the 
body of the letter. Copy the letter on paper. 



[Place] 
[Date] 
Dear [Person to whom letter is sent] 



Margin 



[Polite ending] 

[Name of writer of letter] 



Heading 

Salutation 
Body of letter 



Complimentary 

close 
Signature 



Remember: Every friendly letter has. 



A 

A middle . 
An end 



f Heading, or place and date 
[ Salutation 

Body, or main part of letter 
f Complimentary close 
[ Signature 



"JTI PROJECT VI. MAKING A PROGRAM 



51. Study of a Poem. In winter we give thanks for 
the love that has sheltered and cared for us. In spring 
also we feel like having a special Thanksgiving to tell 
how glad we are that winter is over and that the flowers 
have come back. 

Where does this poem describe these two kinds of 
Thanksgivings ? 

We Thank Thee 

1 For flowers that bloom about our feet, 
For tender grass so fresh and sweet, 
For song of bird and hum of bee, 

For all things fair we hear or see — 
Father in heaven, we thank Thee ! 

2 For blue of stream and blue of sky, 
For pleasant shade of branches high, 
For fragrant air and cooling breeze, 
For beauty of the blooming trees — 

Father in heaven, we thank Thee ! 

3 For mother-love and father-care, 
For brothers strong and sisters fair, 
For love at home and here each day, 
For guidance lest we go astray — 

Father in heaven, we thank Thee ! 

4 For this new morning with its light, 
For rest and shelter of the night, 

For health and food, for love and friends, 
For everything His goodness sends — 
Father in heaven, we thank Thee ! 



THE USE OF CAPITALS 31 

Which of these stanzas suggest spring or summer? 

What can you think of that would suggest autumn and 

winter? Which is the season you like best? Why? 

How do your parents prepare for winter ? How do they 

prepare for summer ? 

Try to find a scene near where you live that illustrates 

a line of the poem. For what things should we give 

thanks ? Put them on the board as you find them in the 

poem. 

y 52. A Pronunciation Drill. Do not give wrong sounds 

" to words. Draw two ladders and place a word on 

each rung : 

scared (not "scairt") ha^e (not "haf ") 

hundred (not "hunderd") some^ing (not "somepin") 

children (not "childern") library (not "libry") 

farther (not "futher") swch (not "sich") 

chimwey (not "chimley") catch (not "ketch") 

A Talk to the Class. Tell three things that you do at 
home, or that people do near where you live, to get ready 
for winter or spring. Hold yourself erect and speak out 
so that you can be heard in the back of the room. 

Outline what you want to say before you speak. Make 
up a good beginning sentence and a good closing sentence, 
but do not write up the talk. 

The ten best talks will be repeated on the program. 

53. Use of Capitals. Look closely at the following sen- 
tences and be ready to tell the difference : 

(a) That is Polly. (b) You may go to the country in May. 

My polly can speak. Where is a found ? In may. 



32 WHERE WE USE CAPITALS 

(c) Is there a Bill in this classroom ? Which Bill? 
Is the bill in this desk? Which bill ? 

In these sentences find the words that name a person 
or a month. How are they written ? 

Names of places and of the days of the week and the 
holidays are also begun with capitals. Write on the 
blackboard sentences with names of places, holidays, and 
the days of the week. 

Remember : Names of persons and places begin with capitals. 
Names of the days and the months begin with capitals. 
Names of holidays begin with capitals. 

Criticizing Sentences. Tell what is wrong with the 
following sentences. Copy them correctly. 

i. The largest city in the world is london. 

2. We like to wash the clothes on monday. 

3. My name is james smith. 

4. Were you born in October or in march ? 

5. When do halloween and st. patrick's day come? 

6. Worship the lord in the beauty of holiness. 

7. He thought that mary would go. 

54. Writing Sentences. Make up five sentences that 
tell something and five questions. In each use the name 
of a person, a place, a day, a month, or a holiday. 

A Word Game : Isn't (not " Ain't "). A pupil steps into 
the corridor while the teacher selects another pupil. At a 
signal he returns and points to different pupils, saying, " Is 
it you ? " Each answers, " It isn't I " until the right pupil 
is found. He answers, " It is I," and goes out of the room. 



FINDING SOMETHING IN THE DICTIONARY 33 

55. Using the Right Forms. Why does the following 
look odd? Number the sentences. Write them one 
under the other. 

speech is silver but silence is golden if it rains before seven it 
will clear before eleven it is an ill wind that blows nobody good 
they who play with edged tools must expect to be cut hand- 
some is as handsome does 

Write five sentences, using the correct forms that are 
given in the following poster : 





A REMINDER 


Do you say 


' different from " (not " different than ") ? 


Do you say 


1 1 wish " (not " I wisht ") ? 


Do you say 


' somewhere " (not " someplace ") ? 


Do you say 


' threw " (not " fired ") ? 


Do you say ' 


( climbed " (not " clim ") ? 



56. Blackboard Work. Half of the class will go to the 
board. The rest will work at their seats. Then they 
will change about. 

(a) Write the days of the week in order. Then arrange them 

alphabetically. 

(b) Write the months in order. Then arrange them alpha- 

betically. 

Finding Something in the Large Dictionary. Find the 
meaning of the names of the twelve months. 

57. Conversation and Copying. A pupil will write on 
the board the names of the holidays as the class give 
them. You will then arrange these holidays as they 
come through the year. Copy them. 



34 SOUNDING FINAL ING 

A Sentence Match. Divide the class into rival teams. 
The teacher gives a group of words, and alternately 
pupils tell whether it is a sentence and why. If the 
words are not a sentence the pupil adds more words to 
make a sentence. If he fails, his side receives a bad mark. 

58. Conversation. What do we do each month — 
on the farm, in the garden, in games and sports, on 
the playground, at home ? 

y 59. A Pronunciation Game. Write five words in ing on 
™ a ladder. 

A Talk to the Class. Tell three things about something 
you like to do in a certain month. Choose one of these : 

(a) A game (b) A certain work (c) A walk (d) A celebration 

60. Giving a Class Program. Every pupil will have a 
chance to take part on the program. Copy it in your 
best writing. 

The teacher will appoint a pupil to act as chairman. 



ppr 



A THANKSGIVING OR SPRING FESTIVAL 



^qgs 



A recitation IN RELAY. The Flag (Page 6) . . . . Two pupils 
FIVE TALKS. How to Get Ready for Winter or Spring (Page 31) Five pupils 
a recitation in relay. We Thank Thee (Page 30) . . Four pupils 
A PLAY. The Alphabet Animals (Page 23) . . Twenty-eight pupils 
A STORY IN RELAY. The Alphabet Animals (Page 23) . Three pupils 
A RECITATION. An Arbor Day Tree (Page 13) ... . One pupil 
TWELVE TALKS. Things We Do during lite Year (Page 34) Twelve pupils 

THE LANGUAGE PLEDGE (Page 2) The class 

EXHIBITION OF STORY BOOKLETS (Page 22) The class 

(The one with the best handwriting given the place of honor) 




6i. Conversation. Sometimes our rivers overflow their 
banks, and terrible floods sweep over the country, de- 
stroying houses and drowning people. 



Nearly forty years ago, when there was a flood in Ohio, six 
children in Pennsylvania heard of it and decided to help. They 
gave an entertainment and made over fifty dollars. They sent 
the money to Miss Clara Barton, at that time the president of the 
Red Cross Association. They asked her to use it where it would 
do most good. 

Miss Clara Barton heard of a mother and six children who had 
lost their home in the flood and were living in a corn crib. Miss 
Barton visited the mother and asked her whether the money the 
children in Pennsylvania had sent would help her. " It would 
be a godsend," said the mother. " With the help of my sons 
I can build a little home higher up on the bank." 

When Miss Barton gave her the money, the mother and her 
boys named the new home "The Little Six" in honor of the 
Pennsylvania children. 

What is the cause of a flood? What would a family 
who had a farm along the river lose ? How does the Red 
Cross help in time of disaster? How can people help 
the Red Cross ? 

35 



36 THE LETTER FORM 

62. Punctuation in a Letter. Erie, Pennsylvania 

December 5, 1885 

Dear Miss Barton : 

We received your letter telling us about the house called 
"The Little Six." We are so glad we little six helped six other 
little children. We thank you for taking so much trouble to 
use our money just where we would have used it ourselves. 

The next time you want money to help you in your good 
work, call on "The Little Six." 

Yours truly, 

Joseph Farrar 

You have learned the five parts of a friendly letter. 
The heading begins near the middle of the page, with the 
second line written a little to the right. The salutation 
begins with a capital letter, one inch from the edge. 
The body of the letter is indented one inch. The compli- 
mentary close begins with a capital near the middle of the 
page. The signature is written a little to the right of it. 

Notice that a comma always separates the city from 
the state, and the year from the day of the month, in 
the heading. The salutation is usually followed by a 
colon. Some writers omit the comma after the com- 
plimentary close. Follow the method that your teacher 
prefers. 

Writing a Class Letter. Make up the mother's reply to 
the six children . Talk about what you think she would say . 
The teacher will write on the board sentences chosen as best. 

Remember: Begin all the parts of a letter with capitals. 

Put commas in the heading and after the complimentary close. 
Put a colon after the salutation. 



POLITENESS IN TALKING AND LISTENING 37 

63. Helping Others. In class talk about the things that 
people do to help others. How do you help your mother ? 
How do you help your father ? How can you help your 
teacher ? How can you help the street cleaner, the police- 
man, the conductor, the motorman, and the librarian ? 

What things could you make to give pleasure to your 
mother, or some one equally dear? Write on the board 
a list of things to make. What have you learned to make 
at home ? at school ? 

64. Politeness in Talking and Listening. One day in a 
4B class the following notice appeared. It is a riddle. 
Can you guess it ? 

A PARTNERSHIP 

Up) 



Talking always means that there is a listener. 

Remember: Look at the person speaking. 
Pay dose attention to whatever is said. 
Talk loud enough to be heard in the last seats. 
Look at your audience. 
If you speak of yourself and somebody else, put I last. 

A Pronunciation Game. Write are, our, or; 
bar, bower, bore; car, cower, core on a 
checkerboard. Pronounce up and down, 
across, and diagonally. 
A Talk to the Class. Tell what you would 
like to make for your mother. Tell why. 

BOL. EL. EV. ENG. A. 



a-uz. 


OW 


CL" 


&OX, 


Trtrtvez 


Trent 


Can. 


COV>tf, 


Cove 



38 TELLING THINGS IN THE RIGHT ORDER 

65. How to Make Something. Have you ever seen pussy 
willows in the spring? Perhaps you have kept them all 
year and now they are dry and fuzzy. Here is the 
description of how pussy willows were turned into cats : 

" I am going to show you how to make these pussy willows 
into cats. I am going to make the cats sit upon a fence." 

Polly took two pussy willows. She pasted rift m 

them on the paper like this : 

She drew a head on each like this : flft fa 

After that she drew two tails. The pussy 
willows then looked like this : 

"Now," said Polly, "they cannot sit in the 
air. I must make that fence." Then she drew D J2 

the fence so that it looked like this : ?-^ Lj! ■ ajff r . \ 

"There are my pussy willows," she said. X ~ 1, 



" You see they have turned into cats. You see I 
that they are sitting on a fence, too." T 



Rose Lucia : Peter and Polly in Spring 

Write on the board four things that Polly did to turn 
her pussy willows into cats. She began at the beginning, 
which is the head, and went straight down to the fence. 

Remember: In making things you must follow the right order. 

66. Conversation and Making an Outline. Talk about the 
different things you would do to make animals or people 
out of matches, pins, or toothpicks, or by using paste and 
pencil. Make an outline for one of them. 

a penny a lemon a peanut a chestnut 

an acorn a walnut a banana an apple 

a cork a raisin a maple seed a hickory nut 

a daisy a pansy a dandelion a prune 



CRITICIZING A LETTER 39 

-^ 67. Horn Game. Pronounce ate, at, are, all, opening 
the mouth wider for each successive word. 
A Talk to the Class. Tell the class how to make some- 
thing out of a fruit, a flower, or a nut. Have you told 
everything that you did ? Did you tell about the things 
in the right order ? 

68. Writing a Letter. Write a letter to your mother 
to send with the little gift. Tell how you made the gift. 

69. Criticizing the Letter. (/) Did you tell where and 
when the letter was written? Compare the letter with 
the model on page 29. (2) Did you tell every step in 
making the little animal? Compare with your outline. 
(3) Did you tell things in the right order ? 

Copy the letter on the blackboard, correcting any 
mistakes or omissions. Those who work at their seats 
will copy their letters on paper. 

70. Handwork and Conversation. Outside of class make 
the article you have described. Bring it to school and 
hold it up for the class to see. Find out how many 

there are of each kind. Bring all of one kind to 
the front of the class at once so that you can 
decide which is the best. Tell why each animal is good 
or not good. 

Write on the board the name of the pupil who has 
made the best in each group. Decide which is the fun- 
niest of all. See which one looks most like an animal. 

A Word Game. Pretend that the blackboard is the zoo. 
Write on the board all the names of wild animals that the 
class can think of. 



PROJECT VIII. MAKING GIFT POSTALS 



71. Conversation. There are two months of the year 
particularly devoted to doing . things for others. In 
December we make Christmas gifts. In May we should 
try to do some honor to the brave soldiers and sailors 
who have given their service and their lives for others. 

Read the following poem carefully : 

Which Are You? 

1 The two kinds of people on earth I mean 

Are the people who lift and the people who lean. 

2 Wherever you go you will find the world's masses 
Are always divided in just these two classes. 

3 And oddly enough, you will find too, I ween, 
There is only one lifter to twenty who lean. 

4 In which class are you? Are you easing the load 
Of overtaxed lifters who toil down the road ? 

5 Or are you a leaner, who lets others bear 
Your portion of labor and worry and care ? 

Ella Wheeler Wilcox * 

To which kind of people does your mother belong? 
your father? your teacher? your doctor? Why? 
Name, some person who is a "leaner." 

Remember: I is always written as a capital letter. 

A Word Game. Less at the end of a word usually means 
without. Make words by joining it to hope, friend, home, 
care, fear, doubt, sun, and speech. Arrange these new 
words alphabetically. Use them in sentences. 

* Printed by permission of the publishers, W. B. Conkey Company. 
40 



PEOPLE WHO SERVE 



4i 




|fc 




will find the world's 
masses 



72 . Little Words that Stand for People . 
Read the following stanza three 

different ways : 

Wherever you go ■ — 
Wherever he goes — 
Wherever she goes — 
Are always divided in just these two classes. 

Read the second, third, and fourth 
stanzas of the poem with he and she 
instead of you. 

I stands for yourself ; but he, she, 
you, and they stand for other people. 

Blackboard Work. Copy the poem 
on the board by supplying he, she, you, 
or they. Read your copy aloud. 
Talk about how the copies differ. 

73. Conversation. Around this page 
are pictures of people who serve. 
How should we miss them if they were 
not in the community ? Tell different 
things that they do. 



i 




42 PLANNING A POST CARD 

74. Pantomime. Pantomime is imitating actions. With- 
out speaking, make all the motions to do one of these : 

1. Sharpen a pencil. 4. Lower the window. 

2. Empty a scrap basket. 5. Get a book from the closet. 

3. Clean the blackboard. 6. Clean out a desk. 

75. A Pronunciation Game. Find words ending in ing 
for the letters a to m and pronounce them carefully. 

A Talk to the Class. Tell the class how to do one of 
the acts you have pantomimed. 

76. Conversation. Bring an official postal card or a 
fancy post card to class and compare them. Talk 
about what the following lines mean : 

Most of all the other beautiful things in life come by twos 
and threes, by dozens and hundreds. Plenty of roses, stars, 
sunsets, rainbows, brothers and sisters, aunts and cousins, but 
only one mother in all the wide world. 

Kate Douglas Wiggix 

What other beautiful things can you name? Why is 
one's mother the most beautiful? Tell things she does. 
What could you put on your post card to illustrate 
these lines ? 
SS' Spelling Demons. Use in sentences and spell. 

don't been write wear built dear laid 

some done could hour color says blue 

77. A Pronunciation Game. Find words ending in ing 
for the letters n to w and pronounce them carefully. 

A Talk to the Class. Describe the post card you are 
going to make and tell to whom it will be sent. 



HOW TO WRITE ABBREVIATIONS 



43 



78. Handwork. Make the post card. 

79. Writing an Address. Examine the following address 
and tell what things are placed on the post card : 












Stamp 

Name 

Street and number 
•City 
State 



We may use short forms, called abbreviations, in writ- 
ing titles of people, or in writing addresses. 



Mr. — Mister 
Mrs. — Mistress 

(pronounced "Missis") 
Dr. — Doctor 
Rev. — Reverend 
No. — Number 
R.R. — Railroad 
Sr. — Senior 
Jr. — Junior 
Gov. — Governor 



St. — Street 

Av. or Ave. — Avenue 

U. S. A. — United States of 

America 
R.F.D. — Rural Free Delivery 
Co. — Company ; County 
Capt. — Captain 
Lieut. — Lieutenant 
Gen. — General 
Hon. — Honorable 



Remember: Begin titles of persons with capital letters. 
Put a period after an abbreviation. 
Never use Mr., Mrs., Dr., or Rev. without the person's name. 

Write on your post card the address to which you 
wish to send it. Then mail it. 

80. Exhibit of Post Cards. Each pupil will show his 
post card to the class. The class will talk about the good 
points of each. 



PROJECT IX. MAKING A PROPERTY 
PLEDGE 

81. Picture Study. Why do we have signs like "Stop! 
Look! and Listen!" or "Keep off the Grass!" at cer- 
tain places? Half the people in the world have not 
learned to us*e their eyes or to listen carefully. These 
signs are to help them to be more observant. 

On the opposite page are given six pictures. Which 
represent common property and public servants ? Which 
picture shows the school serving the public ? the street-car 
company ? the theater ? the public officials ? the railroad ? 
What is the greatest service each of these renders a com- 
munity? How should you show your appreciation of 
this service? Find other public servants in the 
picture. 

In every community there are certain things, like air, 
water, parks, and streets, that are free to all. These are 
common property. Which are common property, the 
flowers in the park or those in the florist's window? 
What must you not do with common property, property 
that belongs to all the people ? 

Give some rules that are made to guard "everybody's 
property." 

a 82. A Pronunciation Game. Draw two stars on the 
^ board and insert the words at the points. 

payment (not "payment") no (not "naw") can (not "kin") 

handkerchief (not "hanky") yes (not "yuh") jwst (not "jist") 

Febmary (not "Febuary") get (not "git") our (not "are") 

yesterday (not "yestiddy") for (not "fer") once (not "onct") 



EVERYBODY'S PROPERTY 



45 




46 CORRECT USE OF / WILL 

A Talk to the Class. Select one of the pictures on 
page 45 and tell the class what public servants or com- 
mon property you find in it. Tell how they serve the 
public. 

Talk about only one picture. Outline the different 
things you want to say about it. Make a good begin- 
ning sentence, but do not write up the talk. 

A Reminder. To help you to remember to speak well, 
copy the following suggestions on the blackboard. Keep 
them in mind for each talk. 

i. Does the speaker stand well ? 

2. Does he speak clearly? 

3. Does he speak slowly enough? 

83. How We Make a Promise. The pupils in a certain 
school in Massachusetts were very much interested in 
guarding "common property," so they made a pledge: 

1 1 will not injure any tree, shrub, or lawn. 

2 1 promise not to spit upon the floor of the schoolhouse nor 
upon the sidewalk. 

3 1 pledge myself not to deface any fence, neither will I scatter 
paper nor throw rubbish in public places. 

4 1 will always protect birds and animals. 

5 1 will protect the property of others as I would my own. 

6 1 will promise to be a true, loyal citizen. 

Talk about what each of these promises means. Why 
is each good ? 

Which words in the pledge give the promise? What 
other words are used that mean the same thing ? 

Remember: I will or we will gives a promise or a pledge. 



MAKING AN OUTLINE 47 

84. Blackboard Copying. Copy the pledge, but use 
we will instead of / will. Copy the pledge again, but use 
another word instead of will, and put will where the other 
words were used. Sometimes to make it read right you 
will have to add the little word to, or omit it. 

85. Making an Outline. Select the main thoughts, or 
topics. Which is the most important promise in the 
pledge? Put it first. Which do you think is the next 
important ? Put it second. 

Which promises tell you how to treat the things that 
are free to all people? Copy these under the second 
main topic, but write them farther to the right. How 
many topics have you ? Are the chief words injure, spit, 
deface, scatter, and protect ? 

You have now made your first real outline. It has 
two main topics. Under the second main topic it has 
five little points, or subtopics. The subtopics are very 
important, for they explain the main topics. 

Remember: Subtopics are placed half an inch to the right 
of the main topic. 

^ Spelling Demons. Use in sentences and spell : 

won't raise wrote week very they early two 
cough read loose none half buy tear to 
heard hear often guess here there can't lose 

If you misspell any word, put it in the Demon Prison. 

86. A Blackboard Class Outline. In class build up the 
outline of the pledge as quoted ; then rearrange it to get a 
beginning, a middle, and an end. It will be in this form : 



48 REMINDERS IN SPEAKING 

I. Beginning. "I will protect property of others . . . own." 
II. Middle. How? (explained) 

A. [Fill in briefly.] 

B 

C 

D 

E 

III. Eliding. "I will promise . . . citizen." 

This gives you the skeleton, or framework, of the pledge. 

87. Planning a Property Pledge. We shall now make up 
our own school pledge. The best one may be taken to 
the Public Library and given to the librarian to put up 
where other boys and girls can see it. 

First, we must think about the things that are common 
property here where we live. Let us talk about them, 
and then write the most important ones on the board. 
Let us put together those which relate to the same thing. 

88. A Pronunciation Game. See who can say the fol- 
lowing tongue twisters best : 

1. Out to the hill the freezing farmer flies. 

2. She sells sea shells seriously. 

3. That's a pretty provoking property poster. 

A Talk to the Class. Tell three things you think should 
be put on the property poster. Tell why. 

A Reminder. Copy on the blackboard where all the 
class can see : 

Stand erect. 

Speak distinctly. 

Do not hurry. 

Do not use too many and's. 



WRITING A LETTER 49 

89. Writing a Blackboard Class Composition. Which 
things have you decided are most important for the 
people of your community to be careful about? Write 
a sentence with a promise about each of these. How 
will it begin ? 

Talk about the promises suggested by different pupils 
and choose the best. 

Write the best ones on the board until the pledge looks 
something like the pledge on page 46. 

Criticizing the Pledge. Consider whether the pledge 
is in good form. 

1. How many sentences are there? How does each begin? 
How does it end? Enlarge the periods. 

2. Have you used the right words for a promise? 

90. Making a Property Poster. Follow these directions : 

1. Take a large sheet of paper or cardboard and draw 
a design that you think suitable. In your drawing class 
your teacher may be able to give you some ideas. 

2. Print below it your pledge. 

Look at all the posters, as they are held up before you. 
The teacher will then stand them on the ledge of the black- 
board for you to look at again. 

Write on a piece of paper the one you choose as best. 
Hand the paper to the teacher. 

Two pupils will be chosen to count votes. 

Writing a Letter in Class. Make up in class what you 
should like to tell another fourth-grade pupil about your 
property pledge. The teacher will copy the best sen- 
tences on the board. 



^ PROJECT X. A VISIT TO THE LIBRARY 

91. Conversation: Things to Know About Books. Many 
years ago all books were made by hand, as you made the 
booklet for the second-grade class. Somebody wrote 
them out, a little each day, until the book was a beautiful 
collection of sheets of handwriting telling a story. To-day 
these old books are treasured in museums. 

Look carefully at this textbook. Of what parts does 
it consist ? What do you find on the cover ? Turn to 
the pages inside. Where is the title put? What else 
is put on the title-page? If you leaf through the book, 
how can you tell how far through it you are at any one 
spot? What comes last in the book? What is its 
purpose ? 

What is the chief purpose of this textbook? Have 
you a book from the library at home? Why did you 
take out that book ? There are books that give us pleas- 
ure to read. There are books that give us information 
about things. This second kind is the textbook. 

How do you write the title of a book? 

Blackboard Work. Copy the following titles correctly 
on the blackboard : 

little women the lonesomest doll 

the french twins uncle remus 

92. Conversation. Each pupil will come ready to tell 
the name of an interesting book for the class to read. 
Tell what you like best about it. Talk about different 
kinds of books — Indian books, scouting books, gardening 
books, doll books, playing party books, etc. 



VOTING FOR THE BEST 51 

Writing Sentences. Copy the following to make sen- 
tences. What two things must you do to each sentence ? 
Number each sentence and enlarge the periods. 

it is never too late to mend straws show which way the wind 
blows beauty is only skin deep half a loaf is better than 
none constant dropping wears away the stone necessity is the 
mother of invention little strokes fell great oaks if wishes 
were horses beggars would ride 

93. A Pronunciation Game. Be sure to put the right 
sounds in the following words : 



umbrella (not "umberella") law (not "lawr") 

because (not "bekuz") idea (not "idear") 

lantern (not "lantren") eastern (not "eastren") 

girl (not "goil") grocery (not (c groc'ry") 

oyster (not "eyester") 

A Talk to the Class. Tell the class which book they 
should read. Tell why. Try to say something that will 
make them want to get the book from the library. 

Reminders. Copy the following on the blackboard : 

Stand away from the teacher's desk. 
Look at your audience. 
Speak slowly and distinctly. 

Voting for the Best. As each pupil speaks, the teacher 
will write the title of the book he recommends on the 
board. When the talks are over, each pupil will look at 
this list and select the book that he wants most to read. 
He will write the name on a piece of paper and hand it 
to the ^eacher. She will count the votes and see which 
book won. 



52 



HOW TO WRITE ABBREVIATIONS 



94. Abbreviations and Initials. We can make some 
words shorter by abbreviating them. 
Learn the right abbreviations for : 

The Days of the Week 
Monday — Mon. Wednesday — Wed. Saturday — Sat. 

Tuesday — Tues. Thursday — Thurs. Sunday — Sun. 

Friday — Fri. 

The Months 

January — Jan. May (not abbreviated) September — Sept. 

February — Feb. June (not abbreviated) October — Oct. 

March — Mch. July (not abbreviated) November — Nov. 

April — Apr. August — Aug. December — Dec. 

Names of persons may be shortened by abbreviating 
the name or by using only the first letter, or the initial. 
Charles Morton Fairbanks 
Chas. Morton Fairbanks 
Charles M. Fairbanks 
Chas. M. Fairbanks 
C. M. Fairbanks 
Remember: A period is used after an initial or an abbreviation. 
Copy the abbreviations of the names of the months 
and the days of the week. 

A Sentence Match. Divide the class into rival teams. 
When the teacher announces one of the italicized words, 
pupils alternately will make sentences with other forms 
of the word. 

(a) go, went, have gone (e) ring, rang, have rung 

(b) come, came, have come (/) sing, sang, have sung 

(c) do, did, have done (g) swing, swung, have swung 

(d) freeze, froze, have frozen Qi) buy, bought, have bought 



THE RETURN ADDRESS OF A LETTER 53 

95. Five Parts of a Letter. You are going to write a 
letter to the librarian, telling her that you would like to 
visit the library and take with you the property poster 
for other boys and girls to see. 

What parts of a letter answer the following questions ? 
How are these punctuated ? 



Where f When ? 

To whom ? 
What? 

How? 
By whom ? 



Des Moines, Iowa 
Jan. 26, 1920 
Dear Miss Smith : 



Sincerely yours, 
Esther Gray 



Talk about what you should say in your note. 

Writing a Class Letter. The teacher will write the 
letter on the blackboard, taking the words suggested by 
the class. The pupils will make their own copies. 

96. Conversation. Talk about the work of postmen and 
postal clerks and the local post office. Imagine the ex- 
periences of a letter. 

97. Writing the Address. The address on the outside of 
the envelope must tell to whom the letter goes and where 
the person may be found. Your own address should also 
be placed in the upper left-hand corner, so that a letter 
can be returned to you. Each year thousands of letters 
are sent to the Dead Letter Office because the writers 
were careless in writing the address to which they wanted 
the letter sent and forgot their own return address. 

BOL. EL. EV. ENG. <; 



From Mary J 

17 Main St 

Troy, N 


ones 
Y. 


jStampj 


Mr. 


Thomas Green 




7 


Beacon Street 
Boston, Mass. 





54 CONNECTIVES 

Letters should be 
sealed, and the stamp 
should be placed in the 
upper right-hand corner. 
Copy your letter. Ad- 
dress the envelope and 
put the letter in it. 
98. Connectives. Little words like a)id, but, yet, and 
though play important parts in sentences, but they should 
be used carefully. 

1. And simply adds a thought. 

2. But, although, though, and yet give different ideas from what 
went before. 

Do not use a connective unless it is needed. Avoid too 
many "and's." In the following poem find fourteen 
connectives : 

I'm a strange contradiction. I'm new and I'm old. 

I'm often in tatters, and oft decked with gold. 
Though I never could read, yet lettered I'm found. 

Though blind, I enlighten. Though loose, I am bound. 
I'm always in black, and I'm always in white. 

I'm grave and I'm gay, I am heavy and light. 
In form, too, I differ. I'm thick and I'm thin. 

I've no flesh and no bones, yet I'm covered with skin. 
I'm English, I'm German, I'm French, and I'm Dutch. 
Some love me too fondly ; some slight me too much. 
I often die soon, though I sometimes live ages, 
And no monarch alive has so many pages. 

Hannah More 
Talk about the riddle, line by line, until you can 
guess it. 



HOW TO USE THE PUBLIC LIBRARY 55 

(§> 99. Horn Game. Pronounce bait, bat, bar, ball. Open 
the mouth wider as you pronounce each successive word. 

A Talk to the Class. Tell what you have imagined for 
"The Experiences of a Letter." Try to have a good 
beginning and a good closing sentence. 

100. Conversation : A Real Visit to the Library. When 
you go to see something worth while it is always a good 
plan to know what to look for. Talk about the following 
questions : 

1. What is a public library ? 

2. Where is your public library ? 

3. Who supports your public library and gives money to buy 

books ? 

4. How can you tell whether a book is a library book? 

5. What does the librarian do to each new book? 

6. What rules do you have in your library? 

7. How many books are you allowed to take out at once? 

8. Explain how to get a library card. 

9. Explain how to take out a book. 

10. How long may you keep a book ? Why? 

11. What fine is charged if you keep a book too long? 

12. What furnishings does a library have ? Notice table, desks, 

chairs, shelves, pictures, and the librarian's desk. 

13. Where are the children's books kept? These are called 

juvenile books. 

How many boys and girls have library cards of their 
own? Let them be sure to take these cards with them 
so that they can choose a book. Select three pupils who 
want to take out cards and be ready to ask the librarian 
to give cards to them. Take the property poster with 
you to give to the librarian. 



PROJECT XI. MAKING A CASE FOR WORK 



101. Why It Pays to Keep Written Work. You have 
made a little dictionary and a booklet with a story. 
You are now going to make cardboard or Manila cases 
to hold all the work you write during this second half of 
the year. Then you will not lose your work. Best 
of all, you can watch to see how you improve. 

Here are some cases that boys and girls have made in 
other schools. Answer these questions about them : 

i. Of what materials should they be made? 

2. Where is the written work kept in each ? 

3. Where should your name and a decoration be placed in each ? 

4. Which case would be best for your class to use ? Why ? 

(b) 




102. Making a Pattern in Class. Talk about the kind 
of material you will use, how large the case should be, 
and its shape as a pattern. 

The class will go to the board and draw different pat- 
terns. Talk about them. Choose the best. 

Each pupil will make a drawing of the best one to use 
as a pattern, and mark the length and width on it in inches. 

103. An Unfinished Story. Here is the beginning of a 
story from Stories the Iroquois tell their Children, written 
by Mabel Powers, whom the Indians called " Ych sen 
noh wehs," " the one who tells the stories." 

56 



AN INDIAN STORY 57 

Why the Eagle Defends Americans 

1 Many, many moons before the white man came, a little 
Indian boy was left in the woods. An old Mother Bear found 
the baby and took him home to her wigwam in the hollow of a 
big tree. There she fed him as she did her own two little cubs. 
The boy played with his cub brothers and did not know that he 
was different from them. He thought he was a little bear, too. 

2 Mother Bear watched her three children at play. She 
would have been happy but for one thing. Several times 
bear hunters had scented the tree. Once when she saw them 
coming from her bear-tree window, she had thrown out rabbit 
hairs. The wind had blown the rabbit hairs towards the 
hunters. As they fell, they suddenly turned into rabbits, and 
the hunters had given chase. At another time Mother Bear 
had tossed some partridge feathers to the wind, and a flock of 
partridges went whirring into the woods. But on this day 
Mother Bear's heart was heavy. She knew now that the big 
bear hunters were coming. 

3 Mother Bear could save herself and her cubs. But what 
would become of the boy? She loved him too well to let the 
bear hunters kill him. 

4 Just then Mr. Porcupine, the chief of the animals, passed 
by the bear tree. Mother Bear put her head out and called to 
him. He came and sat under the bear-tree window and lis- 
tened to her story. When she had finished, Chief Porcupine 
said he would call a council of the animals and see if they could 
not save the boy. 

{To be continued) 

Who are the characters in this story? Where does it 
happen ? How did Mother Bear fool the hunters ? Why 
was she worried ? What might Chief Porcupine and the 
animals do ? 



58 WINNING STARS AND STRIPES 

ti04. Breathing Game. Raise the arms at your sides and 
take good, full breaths while the teacher counts five. 
Drop the arms slowly and breathe out while she counts five. 
A Talk to the Class, (a) Tell the story that Mother 
Bear told the Porcupine, or (b) Make up an ending. 

105. Winning Stars and Stripes for Your Language Flag. 
How many demons have you in your Demon Prison in 
the back of the little dictionary? Beginning to-day, 
we are going to have a chance to put stars and stripes 
on the language flag. Whenever you rub out a demon 
that you have learned to spell correctly or use a new 
word, you may draw a small star on your language flag. 

Whenever you have a written exercise without a single 
mistake you may draw a stripe. 

Whenever you are voted among the best in a talk you 
may have a star. 
*?? Spelling Demons. Observe the italicized parts : 

'sure any again ache grammar minwte said 
how sugar busy doctor separate a/ways does 

A Word Game. Doesn't. Tell some things your mother 
does not do ; your father ; your teacher ; a squirrel ; 
a robin. (" My mother doesnH fly.") 

106. Writing Sentences. Correct the following. Under- 
line the word that is talked about. This is the topic, or 
subject. 

A soft answer tumeth away wrath birds of a feather flock to- 
gether wilful waste makes woeful want still waters run deep half 
a loaf is better than none all work and no play make Jack a dull 
boy. 



CRITICIZING A STORY 



59 



Oh. MjrthiA- Swuii Sfc<ru, Qltti) 



•*~* 



{McA^lj 



(St**.dX*»jL.) •Manju. W»u ^-"^ 



107. Writing a Story. 
Write in one paragraph 
what Mother Bear told 
the Porcupine. Put as 
title "The Mother Bear's 
Story." Follow this 
model. 

108. Criticizing a Story. 
Answer the following 
questions about your 
paragraph : 

Is your paper neat and clean ? 

Have you been careful in your handwriting? 

Are the chief words of the title capitalized? 

Do you have a margin? 

Is the paragraph indented ? 

Enlarge the periods. 

Copying the Story Right. Copy the story with all 
the improvements. Make this your best handwriting. 
The five best will be put on the wall. 

109. Handwork. Using the pattern that the class has 
chosen, make your case to hold written work. Decorate 
the cover, and write your name and address on it. 

no. Exhibit of Cases to Hold Work. Each pupil will 
hold his case up and tell what he did to decorate it. The 
class will offer suggestions. Point out the good and the 
poor points in each. The ten best cases will be given a 
special star on the back of the case. The teacher will 
draw the stars. 



U| PROJECT XII. MAKING A PLAY OF A STORY 

in. Making a Play of a Story. On page 57 an interest- 
ing story is begun. We shall now finish the story and 
turn it into a play. Read the story on page 57 again. 
Talk about how you would play the story told in these 
sections. 

Why the Eagle Defends Americans 
Characters 
Mother Bear § First Bear Cub § 

The Indian Boy f Second Bear Cub 

Mr. Porcupine 4tijt> Three Hunters 



Scene i. In the Woods 

(Enter Mr. Porcupine.) 

Mother Bear (putting her head out of the window). Oh, Mr. 

Porcupine ! Oh, Mr. Porcupine ! 
Mr. Porcupine (stopping and looking up). [Make up his speech.] 

Mother Bear [You made up her speech on page 59.] 

Mr. Porcupine [Make up his speech.] 

Copy the title, characters, scene, and beginning of the 
play. Make up Mr. Porcupine's speeches in class. Write 
them on the board. Copy Mr. Porcupine's first speech. 

112. Dictation. The teacher will dictate Mother Bear's 
speech which you have composed on page 59. She will 
select the best paragraph for everybody to take. She 
will dictate Mr. Porcupine's second speech. 

113. Acting Scene 1. Let different groups of pupils act 
this scene. See who play the parts best. 

00 



AN INDIAN STORY, CONTINUED 61 

114. The Story Continued. "Why the Eagle Defends 
Americans." (From Stories the Iroquois Tell Their Children.) 

5 Chief Porcupine had a big voice. As soon as he called, the 
animals ran at once to the council tree. The chief then told 
them about the fears of Mother Bear and of the danger to the boy. 

"Now," said he, "which of you will take the boy and save him 
from the bear hunters?" 

6 Now it happened that some of these animals present were 
jealous of man. They had held more than one secret council 
to plan to do away with him. They said he was becoming too 
powerful. He knew all they knew — and more. The beaver 
did not like man, because he could build a better house. The 
fox said that man had stolen his cunning and could now out- 
wit him. The wolf and the panther objected to man, because 
he could conceal himself and spring with greater surety than 
they. The raccoon said that man could climb higher than he. 
The deer complained that man could outrun him. 

7 So when Chief Porcupine asked who would take the boy and 
care for him, each of these animals in turn said that he would 
gladly do so. 

8 Mother Bear sat by listening and thinking hard, for a bear. 
At last she spoke. To the beaver she said, "Beaver, you cannot 
take the boy. You will drown him on the way to your lodge." 

To the fox she said, "Fox, you cannot have him. You would 
teach him to cheat and steal, while pretending to be friends." 

To the wolf and the panther she said, "Wolf and Panther, 
neither of you can have him, for you would eat him up." 

To the deer she said, "Deer, you lost your upper teeth by 
eating human flesh. And you have no home, you are a tramp." 

To the raccoon she said, "Raccoon, I cannot trust you, for 
you would coax him to climb so high that he would fall and die. 
— No, none of you can have the boy." Mabel Powers 

{To be continued) 



62 AN INDIAN STORY, ENDED 

What did Mr. Porcupine tell the animals? Which 
animals were jealous of man? Why were they jealous? 
What had they done? 

Choose six pupils to act as these animals and play this 
scene of the secret meeting. Which of these animals 
would be the leader ? Why do you think so ? Why did 
these animals offer to care for the Indian boy ? 
a 115. A Pronunciation Game. Do not give wrong 
^ sounds : 

Arctic (not "artic") apron (not "apern") column (not "colume") 
kettle (not "kittle") eleven (not " 'leven") learned (not " lamed") 

A Talk to the Class. Pretend that you are Mr. Porcu- 
pine. Tell what he said to the animals. Give his 
speech. Say " Mr. Porcupine said " (not " says "). 

Who stood the best? Who leaned against the teach- 
er's desk ? Who looked at the audience ? 

116. The Story Ended. "Why the Eagle Defends 
Americans." 

9 Now a great bird that lives in the sky had flown into the 
council tree while the animals were speaking. When Mother 
Bear had spoken, this wise old eagle flew down and said : 

10 "Give the boy to me, Mother Bear. No bird is so swift ( 
and strong as the eagle. I will protect him. On my great 
wings I will bear him far away to the wigwam of an Indian 
Friend, where a little Indian boy is wanted." 

11 Mother Bear looked into the eagle's keen eyes. She saw 
that he could see far. She knew she could trust him. Then 
she said, "Take him, Eagle ; I trust him to you." 

12 The eagle spread wide his great wings. Mother Bear placed 
the boy on his back and away they flew, far from the council 



HOW TO WRITE WORDS OF ADDRESS 63 

woods to the wigwam where a little Indian boy was wanted. 
This was the first young American to be saved by an American 
eagle. — Mabel Powers : Stories the Iroquois Tell Their Children 

Find the different animals in the picture on page 64. 
Which were the friends of man ? Which were the foes ? 
What made the Mother Bear trust the eagle ? Describe 
the picture. 

Have you ever seen an eagle? Where do they nest? 
Tell something interesting about one of the animals in 
the story. 

Retell the story in relay. 

Which animal would make the best king ? 

y 117. A Pronunciation Game. Sound the h in wh. Pre- 
^ tend to blow a feather and put the h sound first. 

where when what which why 

A Talk to the Class. Tell which animal you would 
choose to be king of beasts. Give three reasons for 
wanting him to be king. 

118. Comma after Name of Address. Copy in your best 
handwriting on the board what Mother Bear said to each 
animal that plotted against man : 

1 Beaver, you cannot take the boy. You will drown him on the 
way to your lodge. 

2 Fox, you cannot have him. You would teach him to cheat and 
steal, while pretending to be friends. 

3 Wolf and Panther, neither of you can have him, for you would 
eat him up. 



64 "WHY THE EAGLE DEFENDS AMERICANS 




ACTING THE PLAY 65 

4 Deer, you lost your upper teeth by eating human flesh, and 
you have no home. You are a tramp. 

5 Raccoon, I cannot trust you, for you would coax him to climb 
so high that he would fall and die. 

In each of these five little paragraphs what is it that 
cuts off the name of the animal spoken to from the rest 
of the sentence ? 

Remember: A comma separates a name of address from the 
rest of the sentence. 

Dictation. Copy Mother Bear's speech. Make it 
one paragraph. Insert the commas to cut off the names 
of the animals addressed. 

119. Writing a Letter. Write a letter to the principal, 
asking permission to give your little play before the school. 
In class rewrite your letter. See the models on pages 
28 and 53. The best letter will be sent. 

120. Acting the Play. Different groups of pupils will 
now show how they would act the following scenes, which 
you have already talked about. 

Scene 1. In the woods at the bear tree. (Page 

60.) 
Scene 2. At the secret meeting, (Page 61.) 
Scene 3. At the council tree. (Page 62.) 

Who will be the characters in each scene? What will 
each say ? How do you think he would say it ? 

Practice playing the story several times, different 
pupils taking part each time. The twelve who play it 
best will be chosen to act the story before the school. 




MM PROJECT XIII. VISITING SOMETHING IN I 
YOUR LOCALITY 

121. Conversation. There is something of interest in 
nearly every locality, which strangers are glad to see. 
Sometimes the people who live nearby are least acquainted 
with it. 

This month we are going to read what a little African 
boy saw in the city of New York. 

A Long Journey 

Some years ago a little African boy whose home was a thatched 
hut in the wilds of Africa was taken by a missionary to the 
city of New York. The voyage was made upon a steamer, 
and the little fellow was interested in the mighty engines fed 
by coal which carried him over the oceans, and in the other 
strange things he saw upon shipboard. He was even more 
surprised at the wonders on land. He stayed for some months 
in America, and was then carried back to his people, who came 
together from far and near to hear what he had seen. 

Frank G. Carpenter : How the World is Housed * 

Write on the board six sentences about the African 
boy. Has he learned to use his eyes? his ears? his 
tongue ? How do you know ? 

In your geography trace the way he came from Liberia 
to New York. What "other strange things" would he 
see on shipboard? Tell about three "wonders on land." 

122. Conversation. Talk about the places you could 
visit where you live. Is there anything of historical 

* Copyright, 1911, by Frank G. Carpenter. 

66 



HOW TO SHOW POSSESSION 67 

interest? Is there a great industry? a park? a great 
store ? a public building ? beautiful natural scenery ? 

Write a list on the board. Give a good reason for visit- 
ing each one. Give directions for going to each. 
^123. Horn Game. Open the mouth wider for each 
successive word in pronouncing the following : Kate, 
cat, car, call. The mark - means the long sound of the 
vowel, as in cake. 

A Talk to the Class. Tell which place you would like 
the class to visit. Either (1) give two reasons for going 
there, or (2) tell how to go. 

Voting for the Most Popular Place. After all the class 
have spoken, you will write on a slip of paper the name 
of the place you now wish the class to visit. Two pupils 
will collect and count, the votes. 

The chosen place will be actually visited, after permis- 
sion has been obtained. 

124. How to Show Possession. Consider the following 
sentences carefully : 

1. The little African boy's home was a thatched hut. 

2. Through the missionary's kindness the boy came to America. 

3. The steamer's engines interested him. 

4. The boy's surprise was greater when he saw the wonders 

on land. 

Whose home was it? whose kindness? whose engines? 
whose surprise? The apostrophe shows that these be- 
long to the word that comes before. 

Remember: The apostrophe with s ('s) shows possession. 



68 USING THE EYES 

Writing Sentences. Make up five sentences with words 
of possession. 

Dictation. Copy five sentences with words of possession. 

125. Using the Eyes. Read : 

What the Little African Boy Saw 
The little fellow described the doings of steam and electricity. 
He told of the magic of the telephone, of the wagons without 
horses which flew over tracks of steel, of the automobiles which 
ate oil and had a bad smelling breath, of the electric light through 
which, by touching a button, man could turn night into day, 
and of the birdlike ships that flew through the air. 

Frank G. Carpenter : How the World is Housed * 

What is steam? Where are steam and electricity 
used ? What is the " magic " in the telephone ? " the bad 
smelling breath " of the automobile ? the " birdlike ships "? 

Talk about other things the African boy must have seen. 
Which do you think would seem most wonderful ? Why ? 

Making an Outline. Make an outline of what the 
African boy saw. Which words unlock the thought for 
you and therefore might be called "key words, " as, steam? 

126. Conversation. You have now chosen the place 
that you would like to visit. Talk about the things 
you may expect to see. Would anything seem like 
"magic" to the African boy? Is any special work done 
at this place ? Why is the place noted ? 

Making a Class Outline. Write on the board, as the 
class suggest them, all the things to look for. Arrange 
them in good order. 

* Copyright, 191 1, by Frank G. Carpenter. 



SEE, SAW, HAVE SEEN 



69 



A Word Game. The teacher holds up an article and 
goes the rounds, asking, "What do you see?" (I see a 
pen.) "What did you see?" (I saw sl pen.) "What 
have you seen?" (I have seen a pen.) "What had you 
seen?" (I had seen a pen.) "What shall you see?" (I 
s^<z// see a pen.) 

127. Knowing How to Tell What One Sees. The African 
boy knew how to use his tongue as well as his eyes. 
Read what he said to the people at home : 



The African Boy's Story 
As he described these and other miracles, his friends opened 
their eyes and mouths in amazement, half doubting whether 
what he said could be true. At last 
he began to tell of our houses and es- 
pecially of the great structures of steel 
where a whole tribe of families dwelt in 
apartments, one over the other, riding 
up and down to their homes in elevators, 
which he called little cages of iron. He 
said that these buildings were so tall 
that the strongest and most skillful bow- 
man of Africa, standing upon the ground, 
could not shoot an arrow as high as their 
roofs. Upon that the whole crowd gave 
a shout and would hear nothing more. 
They talked the matter over together 
and concluded it could not be true and 
that the boy's stories must be lies from 
beginning to end. 

Frank G. Carpenter : How the World is Housed * 




yflfli&iicri',!! . 




Copyright, 191 1, by Frank G. Carpenter. 

BOL. EL. EV. ENG. 6 



70 PRONOUNCING THE FINAL D 

Was the African boy's story true? Why was he not 
believed? What else could he have told about a sky- 
scraper? Why would this boy make a good American? 
Why would he make a good student in school? 
j. 128. A Pronunciation Game. Pronounce the final let- 
^ ter d. Arrange alphabetically. 



(c) hand 


bound 


gold 


send 


and 


(b) band 


lend 


grand 


found 


friend 


(c) bold 


cold 


blend 


blind 


told 



A Talk to the Class. Tell the' three most important 
things you are going to look for where you visit. Tell 
why they are important. Try to use a new word. 

Who stand away from the desk? Who speak loud 
enough to be heard ? Who look at the audience ? 

129. Writing a Letter. Write a letter to Buomo, the 
African boy, and tell him about the visit you are going 
to make. Tell three things, each in a paragraph : (a) 
Why you are going, (b) Why the place you visit is im- 
portant, and (c) What you expect to enjoy most. 

Criticizing a Letter. Are the five parts of a letter given ? 
Turn to the models on pages 28 and 36. Are these five 
parts in the right places? Is there a margin? Are 
there three paragraphs? Is each indented? Enlarge 
the periods. Does each sentence begin with a capital? 

[The actual visit is made after school.] 

130. Conversation. Tell about a wonderful, funny, 
queer, or dangerous thing you have seen. Who can tell 
the most interesting story about your visit ? 





PROJECT XIV. 

CHOOSING A 

CLASS MASCOT 

131. Conversation: Our Little Broth- 
ers — the Animals. Look at the ani- 
mals in the cages on this page. Tell 
what they are. What other animals 
have you seen in cages at a circus or 
at the zoo ? 

Hiawatha, the Indian boy, loved 
animals. Learn what Longfellow said 
'l ion' B about him : 

Of all the beasts he learned the language, 
Learned their names and all their secrets, 
How the beavers built their lodges, 
Where the squirrels hid their acorns 
How the reindeer ran so swiftly, 
Why the rabbit was so timid, 
Talked with them whene'er he met them, 
Called them "Hiawatha's Brothers." 

Around this page are cages for wild 
animals. Put an animal into each 
cage. Write its name on the board. 

132. The Subject of a Sentence. Read 
the following sentences carefully and 
be ready to tell the name of the ani- 
mal talked about in each : 



HIPPOPOTAMUS 



IJBOhCOtfeTBlCTCi R 




72 THE SUBJECT OF A SENTENCE 

i. The lion is the king of beasts. 

2. The fox is a sly animal. 

3. The giraffe has the longest neck of any animal. 

In the first sentence lion is talked about. In the second 
sentence fox is talked about. In the third sentence 
giraffe is talked about. Each of these words is the topic 
of the sentence, or the subject. 

Remember: The thing, the animal, or the person talked about 
is called the subject. 

Writing Sentences. Make up ten sentences with names 
of animals as subjects. Underline the words that are 
subjects. 

133. Description of an Animal. A description of some- 
thing tells what it looks like. It makes a word picture 
of it. Few of the class have ever seen a ferret. Read 
the following description and see whether you get a pic- 
ture of it : 

Visiting a shop, where pet animals are for sale, one may some- 
times see a ferret. It is a yellowish, whitish animal, as long as 
a cat, and as small around as a rat. Its legs are short, and its 
claws sharp. The head is small, the ears look as if they had 
been cropped with shears, the nose is tapering, and the teeth 
are sharp and piercing. Its body is almost as limber as a snake's. 
Taken all together the ferret looks like a snake on legs. 

John Monteith: Some Useful Animals 

Tell the different things that are said about the ferret. 
Write these on the board briefly. Try to draw a picture 
of a ferret. 



PICTURES OF DIFFERENT PETS 



7.3 



DOG I PONY 





hi 



WHITE MOUSE 



134. Making an Outline. Choose 
an animal on this page as mascot. 
Make an outline of the same things 
as were given for the ferret. 

135. A Pronunciation Game. Pro- 
nounce : tune, duty, June, use, mute, 
human, pure, numerous, union. 

A Talk to the Class. Describe the 
animal that you have selected. 

As each pupil speaks, copy down 
his name and that of the animal he 
describes. 

136. Rearranging Notes. You now 
have a list of speakers and the ani- 
mals about which they talked. Ar- 
range the names of the animals 
alphabetically. Under each ani- 
mal put the names of the pupils who 
spoke for it. 

Shetland pony 
Harold Gray 
Esther Hill 






^ 



% 







74 



PICTURES OF KINDS OF DOGS 



DACHSHUND 




BlOODMOur. 



6$ 

n 



m 





ESKIMO DOG 




137. Conversation. The word bear 
stands for all bears, as grizzly, black, 
brown, cinnamon, and polar. So 
the word dog stands for all dogs. 

Write on the board the names of 
all the dogs pictured on this page. 
Talk about the dogs in class. How 
are they alike? How do they 
differ? 

Spelling Match. Names of animals. 

138. Conversation : Choosing a Class 
Mascot. Look again at the animal 
pets on page 73. You have heard 
your classmates make speeches in 
favor of different animals. The 
time has now come to choose a mas- 
cot for the class. Talk about dif- 
ferent animals as pets. Which make 
the best? which the poorest? Are 
there any real animals you can de- 
scribe to the class? Make up your 
mind as to which animal you want. 



PEKINGESE 






COCKER SPANIEL 




WRITING A DESCRIPTION 75 

A Word Game. Un often means "not." Form words 

by joining it to seen, true, known, aided, easy, furled, made, 

opened, told, and veiled. Arrange the words alphabetically. 

a 139- A Pronunciation Game. In the following words 

v sound final ing. On pages 71 and 73 pick out the 

animals that make these sounds : 

mooing whinnying grunting cackling barking bleating 
mewing whining warbling croaking cooing squealing 

A Talk to the Class. Make a speech in favor of the 
pet you want as a class mascot. Try to make the class 
see its good points. Speak loud. Have good opening 
and closing sentences. 

A pupil will act as secretary and keep a record on the 
blackboard of the animals the different pupils champion. 
The animal that has most champions wins and becomes 
the class mascot. 

140. Writing a Letter or a Description. Divide the class 
into two groups : the first, to write a letter to the prin- 
cipal for permission to put up in the corridor a description 
of the class mascot ; the second, to write the description. 

Has the letter five parts? Is the description indented? 
Enlarge the periods. Does each sentence begin with 
a capital letter? 

The best letter will be sent, and the best description 
will be posted in the corridor. 

An Exhibit of Mascot Pictures. Bring to class all the 
pictures you can find of the animal you championed. 
Mount the best one on cardboard. Put the winner in 
the place of honor. 



Egg PROJECT XV. HOLDING A CLEAN-UP Egl 
^ CAMPAIGN ^^ 

141. Conversation: Preparing for Clean-up Week. Here 
is what the school children of the city of New York 
sang at their " clean-up " meetings. Sing it yourselves 
as your campaign song. 

Neighbor Mine 

1 There are barrels in the hallways, 

Neighbor mine ; 
Pray be mindful of them always, 

Neighbor mine. 
If you're not devoid of feeling, 
Quickly to those barrels stealing, 
Throw in each banana peeling, 

Neighbor mine ! 

2 Look whene'er you drop a paper, 

Neighbor mine, 
In the wind it cuts a caper, 

Neighbor mine. 
Down the street it madly courses, 
And should fill you with remorses, 
When you see it scares the horses, 

Neighbor mine ! 

3 Paper cans were made for papers, 

Neighbor mine ; 
Let's not have this fact escape us, 

Neighbor mine. 
And if you will lend a hand. 
Soon our city dear shall stand 
As the cleanest in the land, 

Neighbor mine. 
76 



YOUR COMMUNITY 77 

How does your community provide ways to clean up ? 
How are the streets kept clean and pleasant? How 
do you help to keep the city clean ? 

Talk about the poem. See whether you can make up 
other stanzas for it. 

Your class will now organize as a club to help in Clean- 
up Week. You will choose a leader, or president, for 
two weeks. Three names will be proposed in class and 
written on the board. Three pupils will distribute paper 
on which you will write the name of the person you want. 
Choose a name on the board. The three pupils will 
collect the votes and will check them off on the board as 
the teacher reads them : 

Allen Gray /*# HtM rfrU 
Esther Hill 7XJ // 
Tom Smith fH/ III 

How many votes does each have ? The president will 
appoint five leaders of committees, or chairmen. These 
chairmen will take turns in choosing other members of 
the club for their committees. What shall each com- 
mittee take charge of? 

142. Conversation : What You Can Do in Your Community. 
What different things should be done to keep your 
community clean? Which are done? Which are not 
carefully done? Write these two sets of things on the 
board under Good and Bad. 

Are your own backyards clean ? What have you done 
there to clean up ? If you find places that are " nobody's 
business, " see whether you can clean them up yourselves. 



78 THE LONG SOUNDS OF VOWELS 

A Word Game : This and That . Write two groups of 
words on the board some distance apart, matching initial 
letters alphabetically. The teacher asks, _" Which words 
begin with a?" The pupil points and says, "This 
word begins with a. That word begins with a." Go 
the rounds. 

143. A Pronunciation Game. Sound the long vowels. 

„ Draw a starfish. Write a syllable at 

A each point. Say quickly and clearly : 

fa — I \ — -~r^ la, le, It, Id, lu. 

^ S A Talk to the Class. Tell (a) what 

l/^\ you have done to clean up your yard ; 

W places that need cleaning up; or 

(c) how you have helped the city keep clean. 

Who said, "and-a," "why-a," "we-a," "then-a," or 
expressions of this sort? 

144. Handwork. Make a poster of cardboard or Ma- 
nila paper and print in the upper part the name of your 
class, the names of the president of your Clean-up Club, 
the chairmen of the committees, and the members of 
committees. Make a suitable drawing. 

Writing a Letter. Write a letter to the principal of 
the school. Use two paragraphs. In the first, tell 
what your class is doing for Clean-up Week, and in 
the second ask permission to hang your poster in the 
corridor. 

Be sure to have the margin and the indentions right. 
Are the parts of the letter right ? 

The best letter will be sent. 



A HUMMING GAME 79 

145. Conversation. Here is a description of insect 
pests. Answer the following questions : 1 . Where do 
they come from? 2. What should they teach us? 

Some of our best lessons are taught us through stings and 
bites. Mosquitoes, fleas, flies, and ticks have not yet done 
their work in the world. They are always saying to us, " Keep 
clean ! " Mosquitoes are hatched in still water, and the young 
are well named "wigglers." They are restless, lively little 
fellows. 

Flies and fleas are hatched in rubbish and decaying matter. 
They, with the mosquitoes, say to 
us, " Keep the earth clean ! Drain 
your swamps, and make them smile 
with corn and flowers. Keep your 
streets clean, your sewers in order, 
and burn your rubbish. By so 
doing you destroy our cradles, and 
we can pester you no longer." 

John Monteith: Some Useful Animals 

Outline what we should do. Number the points. 

What disease does the mosquito carry? How can we 
get rid of insect pests ? Imagine the journeys of a fly. 

Notice the comma before, " Keep clean " in the first 
paragraph. 

Remember: A comma is placed before a short quotation. 

146. A Humming Game. To get a good tone, close 
the lips and hum m. Open the lips but continue 
humming. 

A Talk to the Class. Tell why a certain insect is a 
nuisance or a danger. Tell how to get rid of it. 




80 SINGULAR AND PLURAL 

147. An Imaginary Journey of a Fly. Here is the story 
that a little two-year-old child made up after watching 
a brown dog rolling on the grass to get rid of a fly : 

Big bwown Wow-wow ly-ing on the gass. 'Long came Sly- 
bug, bit bwown Wow-wow. Bwown Wow-wow said, "Go 'way, 
Sly-bug, go over to Auntie's !" 

Then the baby laughed, for she knew that her aunt 
did not like flies because they "didn't clean their feet." 

Writing a Story. Make up in one paragraph an imag- 
inary journey of "Sly-bug, the Fly." 

148. Words That Mean More than One. What is the 
difference in these groups of sentences? 

(a) There is a bug. (d) There are two bugs. 

(b) There is a cat. (e) There are three cats. 

(c) There is a dog. (/) There are four dogs. 

The words on the left refer to "one" and are called 
singular. The words on the right refer to "more than 
one" and are called plural. 

Remember: Words that mean one are called singular. 
Words that mean more than one are called plural. 
Plurals are usually j or med by adding s. 

149. Outlining a Report. Write in outline form what your 
class did (1) to "clean up," and (2) to get rid of insect 
pests. Send the best report to the superintendent. 

150. Seat Work, Printing, and Drawing. On the lower 
half of the poster write the outline of the various things 
your class did to aid in Clean-up Week. 



a 



PROJECT XVI. MAKING THE SCHOOL YARD 
ATTRACTIVE TO BIRDS 



151. Conversation. We shall take part of the period 
to go down to the school yard. Are there any trees in 
the yard? What kinds are they? Have you seen a 
nest in one ? What kinds of nests have you seen ? Where 
else do birds build nests besides in trees ? 

Draw a map of the yard. Take it with you now to the 
school yard to see whether you have it right. 

Seeing for Yourself. The class will visit the yard to see 
whether they drew their maps right and to observe the 
trees. 

152. Using Your Eyes. Peter and Polly went with the 
Story Lady for a walk in the country. Read about what 
they saw : 



He has 



"Oh, see the chipmunk sitting on his hind 
something in his front 
paws. Perhaps it is a 
seed. 

"See how his cheeks 
are puffed out. He looks 
as if he had a toothache. 
But he hasn't. 

"He has stuffed his 
mouth full of something 
— perhaps more seeds. 
Poor chipmunk has no 
pockets. He uses his 
mouth instead." 



Rose Lucia : Peter and Polly in Summer 
81 





82 USING THE EYES 

"There is a woodpecker," said Polly. "I 
know him. He is digging for food. He digs 
with his bill. Sometimes a little woodpecker 
comes to our trees. I have seen him. He is 
black and white." 
Rose Lucia : Peter and Polly in Summer 

What animals have you seen this 
year in your walks? What birds have 
you seen ? What were they doing ? 
Tell all the things you have ever seen a chipmunk 
or a squirrel do. Tell what you have seen a bird do. 
Describe the pictures on this page and page 81. 

153. Making a Blackboard Class Outline. In class talk 
about the different things you could do to attract birds 
to the school yard. The teacher will write at four dif- 
ferent places : 

Bird Food Bird Box Bird Bath Bird Shelter 

Under each, as you suggest them, she will write the 
ideas you give. Of what could these things be made? 

Describe one you have seen or read about. 
• A Sentence Match. See page 52 for directions. Apply 
the sentences to birds : 

(a) give, gave, have given (d) tear, tore, have torn 

{b) sit, sat, have sat (e) teach, taught, have taught 

(c) bite, bit, have bitten (/) take, took, have taken 

a 154- A Pronunciation Game. Sound // in wh. Blow, 
V* as if blowing a feather. Then sound the words : 
whether whip whisper zt'/zither whistle white 



HOW WORDS ARE FORMED 



83 



A Talk to the Class. Choose a bird box, bath, or shelter 
to make. Tell how you will make it. Give materials, 
size, shape, and pattern. 

Which talks gave the clearest directions? Which 
were not definite enough? The best description of each 
kind will be chosen for the school yard. 

155. How Words Are Formed. The way words are 
formed is called derivation. Many words have a begin- 
ning, a middle, and an end. The beginning is called the 
prefix. The middle is called the root (or the stem). The 
end is called the suffix. 

Prefix Root Suffix 
Trans port ation 

From the Latin and Greek languages we have taken 
many words that now form part of our English language. 
If you know what these words mean, you can often tell 
the meaning of a strange word. 



Prefixes 



in \ 

> not 
un J 

circum, around 



post, after 
f back 



semi, half 
sub, under 
trans, across 



contra 
counter 



against 



Root?. 



auto, self 
tele, far 



graph, write 



scribe 



write 



phon, sound 



Suffiz 



less, without 



84 POLITENESS IN TALKING . 

Finding Meanings of Words, or Derivation. By using the 
chart on page 83 find the meanings of these words : 



insane 


untrue 


circumnavigate 


postscript 


return 


semiannual 


subway- 


transcribe 


contradict 


counteract 


automobile 


telegraph 


autograph 


describe 


phonograph 


telephone 



156. Making an Outline. Did Polly know the wood- 
pecker ? What three things did she tell about it ? What 
else could she have said? Outline the description. 

Make a similar outline for another bird. 

157. Politeness in Talking. Ask yourself the following, 
which boys and girls of St. Louis made as a poster : 

Do you say "Good Morning" (not "Hello!")? Do 
you say "Good-by" (not "So long!")? Do you say 
"I thank you" (not "Thanks")? Do you say "If you 
please" or "Please" if you want something? Do you 
say "Pardon me" if you do something you should not 
do? Do you say "Excuse me" if you want to leave 
the room? Do you put / last? 

A Pronunciation Game. Pronounce all the sounds : 



quiet (not "quite") Twesday (not "Toosday") 

across (not "acrost") figure (not "rigger") 

escape (not "'scape") quantity (not "quan'ty") 

diamond (not "dymond") grocery (not "groc'ry") 

history (not "hist'ry") 

A Talk to the Class. Tell about the bird you have 
outlined. Make as good a picture of it as Polly did. 

Voting. After each talk pupils who had clear pictures 
of the bird described will raise their hands. 



HOW CONTRACTIONS ARE WRITTEN 85 

158. A Description. Write as one paragraph your de- 
scription of the bird. Enlarge the periods. 

Read the descriptions aloud. 

The teacher will dictate the best description at the 
end of the period. 

159. How Contractions are Written. Two words which 
are run together and sounded as one in conversation are 
called a contraction. Look at the following list and ob- 
serve how the omitted letter is marked. Tell what was 
omitted in each word. 

doesn't I'm won't can't 'tis it's 

he'd we've they'll who's that's you're 

hasn't hadn't couldn't weren't she's weren't 

isn't don't I've wasn't didn't wouldn't 

Remember: The apostrophe takes the place of an omitted letter 
or letters in a contraction. 

Writing Sentences. Write ten sentences, using con- 
tractions with not, I, he, she, it, we, you, they, who, and 
that. 

160. Conversation. Bring the thing you have made to 
class and show it to the boys and girls. Pick out the 
best of each kind. Who has made the best bird box? 
Who has made the best bird shelter? Who has made 
the best bird bath? What suggestions can you make 
about doing these things for next year ? 

Writing a Letter. Write a letter to the principal. Use 
two paragraphs. In the first tell what you have made, 
and in the second ask permission to put it in the yard. 

BOL. EL. EV. ENG. 7 



PROJECT XVII. MAKING A CLASS MAGAZINE 

161. Study of a Poem. Here is a short description of a 
winter day, from Whittier's poem, "Snow-Bound" : 

The sun that brief December day 
Rose cheerless over hills of gray, 
And, darkly circled, gave at noon 
A sadder light than waning moon. 

What kind of day was this ? What made the sun look 
" darkly circled " ? Why was the December day " brief " ? 

Compare the December day with the May Day, so 
beautifully described in the following poem. Is the sun 
spoken of in the same way as it is in the description of 
the winter day ? 

Fern Song 

Dance to the beat of the rain, little Fern, 
And spread out your palms again, 

And say, "Though the sun 

Hath my vesture spun, 
He hath labored, alas, in vain, 

But for the shade 

That the Cloud hath made, 
And the gift of the Dew and the Rain." 

Then laugh and upturn 

All your fronds, little Fern, 
And rejoice in the beat of the rain ! 

John Bannister Tabb * 

Who might be speaking to the little fern? the Fern 
Mother? the May Day? Who helped the fern to grow? 
What is a vesture ? What are fronds ? 

* Used by permission of Small, Maynard, and Company, Inc. 
86 



WHAT PERSONIFICATION MEANS 87 

What are spoken of as if they were people? How- 
are these words written ? 

Remember: When we speak of something as if it were a person 
we call it personification. 
A personified word is often written with a capital. 

Handwork. Fold four sheets of paper, size 8^ inches 
by 1 1 inches, once to make a booklet. The outer sheet will 
form the cover. Number the inside pages from 1 to 12. 

On page 4 copy the "Fern Song" or "Snow-Bound." 

162. Personifying a Day. Let us play that the day is 
a mother with ten lovely children. These are After- 
noon, Sunrise, Sunset, Morning, Dawn, Night, Evening, 
Noon, Midnight, Twilight. Copy their names on the 
board in the order in which they form the day. Show 
that they are regarded as persons. Copy them on page 
5 of the magazine. 

When do these children of Day come ? Which is the 
longest ? the shortest ? What is beautiful in each ? 
*8f Spelling Demons. Pronounce, use in sentences, spell : 
friend bek'eve February Twesday Wednesday 

B 163. A Pronunciation Game. Sound final ing : 

flying jumping planting walking acting 

leaping skating digging breathing swimming 

A Talk to the Class. Tell which part of the day you 
like best. Describe it so that the class will like it too. 

A secretary will record the champions for the children 
of Mrs. Day. See who is the most popular. 



clouds 


rain 


storm 


comet 


breeze 


frost 


drizzle 


mist 


sleet 


starlight 



88 THE CORRECT USE OF WORDS 

164. Conversation: Kinds of Weather. Describe the 
following conditions of weather and tell how they arise. 

hail thunder shooting star 

snow shower lightning 

fog rainbow blizzard 

wind sunshine moonlight 

dew icicle showers 

165. Choosing the Right Words. Play that we have per- 
sonified Rainy Day, Stormy Day, Summer Night, 
Sunshiny Day, and Winter Day. Copy these in five 
columns and under them arrange the above words as 
"attendants." See which kind of day they suit best. 
Copy the list on page 6 of your magazine. 

A Word Game. Did. All the class but one will raise 
hands or rise. The teacher goes the rounds asking, " Who 
did it?" pointing to certain pupils, who will answer, "I 
did it" or "He did it." See page 69. 

166. Correct Use of Words. Learn the following uses : 

1 . This refers to something near. That refers to some- 
thing far. Do not use here and there with these words. 
Say this man (not " this here man "). 

2. To sit means to take a sitting position. To set 
means "to place" or "to put." Say "I sat down" (not 
"I set down"). 

3. Which refers to animals. Who and whom refer to 
people. Say "the boy who" (not "the boy which"). 

4. Much refers to quantity ; as, " How much sugar 
have you ? " Many refers to number : as, " How many 
apples are left ? " 



THE DAYS OF THE WEEK 89 

Correct Use of Words. Fill this, that, sit, set, which, who, 
whom, much, and many in the blanks correctly : 

1. They the table and then down to rest. 

2. How eggs have you? how butter? 

3. star is small, but star is large. 

4. The dog you saw was out in the rain storm. 

5. She on the porch because she had her chair there. 

6. cloud is silver-lined, cloud is solid gray. 

7. It was she had so many dresses. 

8. boy is in the sun } boy is in the shadow. 

9. The man you saw out in the rain all day. 

10. It took time to do the chores. 

167. Derivation. The names of the days of the week 
are formed from the names of gods and goddesses. 

Sunday means Sun's day. 
Monday means Moon's day. 
Tuesday means Tiw's day. 
Wednesday means W T oden's day. 
Thursday means Thor's day. 
Friday means Freya's day. 
Saturday means Saturn's day. 

Find out something about Tiw, Woden, Thor, Freya, 
and Saturn. Where should you look? Talk about what 
you like to do on different days of the week. Which 
is your favorite day ? Why ? 

A Written and Oral Exercise. Spell and pronounce the 
names of the days of the week. Write their abbrevia- 
tions in alphabetical order. Write the names they come 
from. Copy this on page 7 of your magazine. 



9 o MAKING A CLASS MAGAZINE 

~,^ 1 68. Horn Game. Sound the following sets of words, 
opening the mouth wider for each successive word : 
tool, toll, tall; bay, bat, bar, ball. 

A Talk to the Class. Tell which is your favorite day 
and what you like to do on it. Do not say "and-a," 
"why-a," "so-a," and "it-a." 

Writing an Opinion. As soon as you finish speaking, 
copy your talk on page 8 of your booklet. 

169. Making a Class Magazine. Your magazine is ready 
now except for the cover, the title page, and the table 
of contents. You have done five pieces of written work : 

Table of Contents 

Page 

The "Fern Song" or "Snow-Bound" copied 4 

Mother Day's Ten Children 5 

Kinds of Days and Weather 6 

Where the Names of the Days Came From 7 

My Favorite Day 8 

On the cover print in large letters "Our Class Maga- 
zine" and your name, and draw a decoration. 

Copy the table of contents on page 3. 

On page 1 (the title page) write "Our Class Magazine" 
and under it put "by . . ." Fill in your name. 

In the middle of page 2 write the dates, telling when 
you began this work and when you ended it. 

170. Dictation of a Letter. Copy on page 9 of your 
booklet a letter from the teacher to your mother or father, 
in which the teacher will tell about your work at school. 

Exhibiting the Magazine at Home. Take your magazine 
home for your family to see, especially your mother. 



y| PROJECT XVIII. PRESENTING A PAGEANT ^ 

171. Conversation. We are going to play that a boy and 
a girl from the fourth-grade class went on 
a visit to Father Time, in his palace where 
the days are made. Here is a picture of 
Father Time. Why does he carry a 
scythe? Why is his beard so long? 

Father Time has promised to show the 
seasons, the months, the days, and the 
hours. We shall arrange them in a little 
pageant like this : 

A Visit to Father Time 

Place. Father Time's palace 
Characters. 




Father Time 
Four Seasons 



A Girl 
A Boy 



Twelve Months 
Seven Days 



Twenty- 
four Hours 



Scene 1. A Procession of the Seasons (Page 92) 

Scene 2. Riddles of the Months (Page 93) 

Scene 3. Where Names of the Days Came From (Page 89) 

Scene 4. A Pantomime of the Hours (Page 94) 

Scene 5. Tableau : The Life of a Day (Page 87) 

Since Scene 5 is a tableau, no one will speak, but the 
characters will group themselves in a certain way. Which 
should come first? which last? How could their cos- 
tumes show what they are ? 

How many will speak in the third scene ? How could 
you decorate a pupil to show which day he is? Sunday 
might have a yellow sun of cardboard tied over his chest. 
What will each say? 



92 BLACKBOARD CLASS COMPOSITION 

172. Conversation. Write the names of the four seasons 
upon the blackboard : 

spring summer autumn winter 

Under each word write things you could wear to repre- 
sent that season. What could Spring wear on her head ? 
What could Summer carry in her arms to show that 
harvest time has arrived? What could Autumn cut 
out of brown Manila paper and pin on her dress ? What 
could Winter deck himself with to represent snow ? 

What does each season do to the earth? WTiat does 
each season do for man? What do people do during 
each season ? 

When does each season begin and end ? Who or what 
should accompany each season in our play? How does 
each season let you know that it is here? 
j. 173. A Pronunciation Game. Practice the short sounds 
*"* of vowels (^) in sat, set, sit, moss, nut. Write the 
words on the points of a star. 

A Talk to the Class. Tell which is your favorite season. 
Tell why. Stand erect. Speak so that you can be heard. 

174. A Blackboard Class Composition. Make up in class 
a speech for each season, telling who come with her to 
earth and what she brings to us. The teacher will write 
on the board the sentences selected as best. 

Dictation. Copy the speeches of the four seasons. 

175. Guessing Riddle Pictures. Each picture on the 
opposite page represents a month. How many can you 
guess ? Plan similar pictures for the other months. 



RIDDLE PICTURES OF THE MONTHS 



93 




Different pupils will act the "riddle pictures" you 
planned for the others to guess. You must not say a 
word, but only act out what the picture is to be. Which 
characters might be dressed for their parts? 

176. A Pronunciation Game. Sound h in wh. Blow, as 
if blowing a feather. Then sound the words : 



whale 
wharf 



wheat 
wheel 



whence 
while 



whine 
whirl 



where 
when 



A Talk to the Class. Tell what you like to do in your 
favorite month. 

177. Writing a Letter. Write a letter to a veteran, in- 
viting him to come to your entertainment. Make two 
paragraphs : (1) tell what your play is to be like, (2) in- 
vite the veteran to come. 




94 



A PANTOMIME OF THE HOURS 



178. Conversation. You are now going to plan a pro- 
cession of the twenty-four Hours, with Mother Day lead- 
ing them. The Hours will walk in pairs, from 1 to 12, 
" 1 o'clock in the morning" walking with " 1 o'clock in 
the afternoon." Talk about what each Hour should be 
doing. Which should pretend to be asleep ? which, at 
work ? which, at play ? which, eating ? which, walking ? 
Let each Hour act its part in the procession. 

Mother Day waved her wand and the twenty-four 
figures came to a new position, like this : 




What are the 
six? the four? 
two ? Where 
work, play, 



nine doing? the 
the three ? the 
will the words 
eat, and walk 



apply ? Which are the most important ? Why ? 

Write five sentences telling the number of hours you 
spend in eating, sleeping, playing, working, and walking. 

Acting a Pantomime. Divide the twenty-four Hours 
among the class and act out the procession and the tab- 
leau. Choose some one to be Mother Day. 

179. Acting a Play. You have played the parts of the 
pageant separately. On the opposite page they are put 
together as a play. Act it out in the classroom. 



PLAYING A PAGEANT 95 

A Visit to Father Time 
[Father Time seated on throne in palace. Enter Boy and Girl] 

Boy. Father Time, we have come to learn how the year is made. 

Girl. Yes, Father Time. 

Father Time. My children, welcome ! Sit one on the right, and 
one on the left. You shall see all the wonders that make the 
year. Ho, Seasons ! Enter ! (Boy and Girl seat themselves.) 

1. Procession of the Seasons 

[Spring, Summer, Autumn, and Winter pass across the stage, 

each pausing before Father Time to make a speech (page 92)] 
Boy and Girl {clapping hands) . Splendid! More, Father Time ! 
Father Time. Ho, Twelve Months, enter ! 

2. Riddles of the Months 

[One after the other, Twelve tableaux, one for each of the Months, 
are shown (page 93). The Boy and the Girl guess which month 
each represents.} 

Boy and Girl. Wonderful, Father Time ! Do show us more. 

Father Time. Ho ! Mother Day ! Come, bring your many 
children ! 

3. Where the Names of the Days Come from. [Page 89.] 

4. A Pantomime of the Hours. [Page 94.] 

5. Tableau : The Life of a Day. [Page 87.] 

Boy and Girl {clapping). Thank you, Father Time. We shall 
never forget our visit. 

180. Practicing Parts. Play through this pageant, 
different pupils taking parts. If you do it well, maybe 
you can give it before the school for Memorial Day (or 
Christmas). 



I PROJECT XIX. 

BOOKLET FOR A FIRST-GRADE CHILD 

181. How to Use the Dictionary. The word alphabet came 
from the first two letters of the ancient Greek alphabet 
— alpha and beta — put together. 

What book contains all our English words arranged 
according to the letters of the alphabet? What helps 
you to find the part of the book where the word is printed, 
before you open the book ? Learn to find words quickly 
by always locating the initial letter first in these letter 
guides. 

The dictionary will give you words that have nearly 
the same meaning ; as, replied and answered. Such words 
are called synonyms (sin'o nimz) . You should begin learn- 
ing these words so that you do not have to repeat the 
same word too often. Which of the following words are 
synonyms? Use them in sentences. 



building 


restored 


said 


noble 


action 


structure 


severe 


reported 


good 


deed 


stern 


returned 



Remember: In looking up a word in the large dictionary locate 
the initial letter in the letter guide at the edge of the book. 

182. Forming the Plural Possessive. How do the follow- 
ing sentences differ in thought? What shows this dif- 
ference ? 

(a) The boy's list was wrong. (b) The boys' lists were wrong. 
(c) The girl's work was right. (d) The girls' work was right. 

Sentence (a) speaks of one boy's list. Sentence (b) 
speaks of the lists of several boys, for the word boys is 

96 



WRITING POSSESSIVES 97 

plural. In forming the possessive of a plural that ends 
in s, only the apostrophe is added. 

Remember: When a plural ends in s only the apostrophe is 
used for possession. 

Use the following words as possessives in sentences* 
about the first-grade children : 

mothers babies child children baby mother 
Write the two forms for tree, cow, goat, ball, cat, dog. 

183. A Pronunciation Game. Pupils will go to the board 
and write five words that they find troublesome. They 
will then move one space to the right and pronounce their 
neighbor's words. 

A Talk to the Class. Retell in relay a story that you 
have talked about in your reading class. When the 
teacher taps with her pencil, the first person who rises 
may continue the story. 

184. Homonyms. To, Two, Too. If you did not see 
how these sentences were written, what would puzzle you ? 

(a) I have to. (b) I have two. (c) I have, too. 

Words that sound alike but are spelled differently 
and mean different things are called homonyms. To, too, 
and two are homonyms. Two means number. Too 
means " also." 

Write sentences with the following homonyms : right, 
write; hear, here; pair, pear; too, to, two; bow, bough; 
meat, meet. Write the words in an alphabetical list. 

Choosing Easy Words. If you are going to make 
an alphabet booklet for a child, you must be sure to 



98 MAKING A BOOKLET 

choose for each letter a word that he knows. Write 
down the letters of the alphabet in a column. Now put 
beside each letter an easy word. Talk over these words 
in class. Each pupil will make his own list of words. 

185. A Pronunciation Game. Pronounce all the sounds 

in : 



geography (not "g'ography") different (not "difTrent") 

arithmetic (not " 'rithmetic ") several (not "sev'ral") 

vegetable (not "veg'table") every (not "ev'ry") 

valuable (not "valuble") grocery (not "groc'ry") 

escape (not '"scape") 

A Talk to the Class. Tell the class which words you 
have chosen for your Alphabet Book. 

186. Illustrating the Booklet. To make these words 
mean more to the children, let us get pictures of them. 
Look through newspapers and magazines, especially 
among the advertisements. Perhaps you will want to 
change your word to another to suit a good picture you 
find. If you cannot find the picture you want, draw and 
color a picture. 

A Sentence Match. See page 52 for directions: 

(a) speak, spoke, have spoken (d) rise, rose, have risen 

(b) shake, shook, have shaken (e) lend, lent, have lent 

(c) burst, burst, have burst (/) blow, blew, have blown 

187. Handwork. Take 15 sheets of paper. Fold 
them to look like a book. Sew or pin them. Decorate 
the cover and print on it "An Alphabet Book" with your 
name underneath as the author. Use color on the cover. 
Begin numbering the first page within, but not on the 



CORRECT USAGE 99 

inside of the cover page. On page 1 write "To from 

." Fill in the name of the child and your name. 

A Word Game. It was I; It wasn't I. The teacher 
closes her eyes while some one knocks on the desk. Then 
she goes the rounds, asking, "Was it you?" (It wasn't 

1.) 

188. Printing and Writing. Print at the top of page 3 
the letter A, making it one inch high. In the same way 
print a letter of the alphabet at the top of each page, 
taking the letters in order. 

Now turn back to page 3 and begin again. This time 
you will copy in your best handwriting under each letter 
the word that you have selected for that letter. Where 
you could not think of a good word, as for X, leave the 
page blank. 

189. Drawing, Cutting, and Pasting. On page 3, under 
your word for A, paste a picture to illustrate it or draw 
and color a picture of the word. If you have apple for 
A, draw and color a red apple. 

y 190. A Pronunciation Game. The class will go to the 
" board and write five words with final ing on ladders. 
They will then progress to the right, and pronounce 
the words at that part of the board. 

A Talk to the Class. Show your booklet. Tell which 
letters were hardest to do. Show which you think is 
best. Tell why. 

Stand the booklets on the blackboard ledge. Decide 
which is best. Give the booklets to the children for whom 
they were made. 




A Summer Picnic 

191. Study of Pictures. What is taking place in each 
picture? What season of the year is it in each? How 
will the picture on this page look in winter? How will 
the other picture look in summer ? What pleasant things 
can we do at a picnic in summer ? in winter ? 

A Blackboard Class Outline. Write on the board : 



A Summer Picnic 



A Winter Picnic 



Under each outline the different things you would 
plan for each. Use as heads : I. What to take, II. What 
to do. 

192. Conversation: Planning a Picnic. You must first 
decide where to go for your picnic. Talk about this. 
Write on the board the places suggested. Why will 
each be a good place ? Must you get permission to have 
a picnic there ? 

193. A Pronunciation Game. Sound // in wh. Blow, 



i* 



as if blowing a feather, and then pronounce : 



wheeze 
whit 



whey 
whiff 



Whig 
whim 



whimper 
whisker 



whittle 
where 



A SENTENCE MATCH 




A Winter Picnic 

A Talk to the Class. Tell where you would like to go 
for the picnic. Give two good reasons. 

Voting at the End of the Period. You have heard talks 
about various places. Choose the one that you now think 
the best. Write the name on a slip of paper. Two 
pupils will collect the votes and read them to the teacher, 
while she checks them off on the board. 

194. Conversation. Where is the place you have chosen ? 
How far is it from school? Is it pretty? Is there 
water? Are there trees? What is the best way to go 
to it ? How long will it take to walk there ? What do 
you pass on the way ? 

On the blackboard draw a map to show how to go. 
Draw a line for the exact route. Put arrows on it to tell 
direction. 

A Sentence Match. See page 52 for directions. Apply 
the sentences to the picnic. 

(a) begins, began, has begun (c) shines (sun), shone, has shone 

(b) lie, lay, has lain (d) drown, drowned, has drowned 

BOL. EL. EV. ENG. 8 



102 CORRECT USE OF WORDS 

195. Sentences with Yes and No. You have learned that 
the name of a person addressed is set off by a comma. 
Here is a similar use. Which of the following sentences 
is clearer ? Why ? 

(a) Yes, Harold wants the class to go to the lake. 

(b) No Mary thinks they should go to the woods. 

When the words "yes" and "no" are used in replies to 
questions, they should be set off by a comma. 

Remember: Set yes or no of by a comma in using it in a reply. 

Write ten sentences with yes and no. 

196. Correct Use of Words. Notice the correct use of 
the following words, which are often misused. 

1. At means place; as, "He was at the beach" (not 
" to the beach "). To is used for motion ; as, " The boys 
went to the beach." 

2. To learn means " to receive information." You 
should say " The teacher teaches me " (not " learns me"). 

3. The word well (not " good ") is used to describe some- 
thing you do. Say " He did it well " (not " did it good "). 

A Written Exercise of Review. Fill the blanks with the 
right words: there are, they are; this, that; sit, set; to, 
too, two; good, well; learn, teach; to, at. 

1. picnic place is better than , because trees. 

2. The boys can row , so they will the girls. 

3. The class walked Grady's Woods Refton, 

miles distant. 

4. They the lunch boxes under a tree, and then in a 

circle and a new game. 

K. sure that the lunch will be , . 



WRITING A LETTER 103 

197. Conversation. Write down all the different things 
you like to do at a picnic. Which do you like to do by 
yourself? Which take more than one to play? Talk 
about how to play each game. See whether you make 
your directions clear. If you tell things in the wrong 
order, we say that it is as bad as "getting the cart before 
the horse." 



- ^ntfa& 



Remember: Tell each thing as it actually comes, when you 
* explain. 

198. A Breathing Game. Raise your arms at the side 
and inhale while your teacher counts five. Drop your 
arms and exhale in the same way. 

A Talk to the Class. Explain exactly how to play or do 
something at a picnic. 

199. Conversation. Talk over in class what things 
are good to take for a lunch. How many will be going 
to the picnic? How much lunch should each person 
have? What are the best things for a lunch? Talk 
about the things you buy and the things you make. Tell 
how to make them. Describe the lunch you like best. 

200. Writing a Letter. Decide in class whom to ask 
to go to the picnic with you as chaperon. Write two 
paragraphs : (1) Tell where and when you are going, and 
(2) invite her to go. Send the best letter to her. 

[Hold a class picnic on a Saturday.] 



V-ANOOACe 



GIRLS AND BOYS 

There are two flags that you must honor. One is 
the red, white, and blue banner of our country that 
floats above every public building. The other is the 
flag of American speech — the language flag that you 
should keep floating proudly and cleanly over you, 
wherever you may be. 

The way you speak determines whether that lan- 
guage flag will float proudly over you, or whether it 
will droop under foot. Bad grammar, careless pro- 
nunciation, and slang are the things that soil and drag 
down the language flag. People about you will know 
how much you respect the flag of American speech 
from the way you talk; for it is true that "your 
speech betrayeth you." 

Give the flag salute. Repeat together the pledge 
you made last year to honor these two great flags : 



/ pledge allegiance to my flag 
and to the language for which it 
stands — the English language, which 
I pledge myself to speak and to 
write correctly, a little better each 
day. 




PART TWO 



PROJECT XXI. MAKING CLASS POSTERS 
AND MOTTOES 

i. Study of a Poem. This year we shall hear a good deal 
about the two flags mentioned on the opposite page. 
The following poem is a song about the national flag. 
As you read it, notice which expressions would be equally 
true of the language flag. 

A Song for Our Flag 

1 A bit of color against the blue : 
Hues of the morning, blue for true, 
And red for the kindling light of flame, 
And white for a nation's stainless fame. 
Oh ! fling it forth to the winds afar, 
With hope in its every shining star. 
Under its folds wherever found, 
Thank God, we have freedom's holy ground. 

2 Don't you love it, as out it floats 
From the schoolhouse peak, and glad young throats 
Sing of the banner that aye shall be 
Symbol of honor and victory ? 
Don't you thrill when the marching feet 
Of jubilant soldiers shake the street, 

i°5 




106 CONVERSATION: THE LANGUAGE FLAG 

And the bugles shrill, and the trumpets call, 
And the red, white, and blue is over us all ? 
Don't you pray, amid starting tears, 
It may never be furled through age-long years? 

3 A song for our flag, our country's boast, 
That gathers beneath it a mighty host ; 
Long may it wave o'er the goodly land 
We hold in fee 'neath our Father's hand. 
For God and liberty evermore 
May that banner stand from shore to shore, 
Never to those high meanings lost, 
Never with alien standards crossed, 
But always valiant and pure and true, 
Our starry flag : red, white, and blue. 

Margaret E. Sangster 

Which words describe the real flag? Which words 
apply more to the country for which the flag stands? 
Copy these on the board. If a foreign power conquered 
this country, what would happen to the national flag? 
to our language ? 

2. Conversation. Let us consider that each star in 
our language flag stands for a famous poem or story, 
and each stripe for a famous writer. Name a poem or a 
story that would be a sparkling star. What great names 
from American or English literature could be written on 
the stripes? Draw a large flag on the board and insert 
these names on the stars and stripes. 

Why can we say that this language flag belongs to 
Australia, Canada, and England, as well as to us ? Should 
we let English boys and girls beat us in keeping the Ian- 



HOW TO WRITE A SENTENCE 107 

guage flag floating clean and high ? What must we do 
to win honor for this American language flag? 

3. Making Sentences. Look at the following and be 
ready to tell which are complete thoughts. How do 
they differ from the other expressions? Copy them on 
the board. 

1. of jubilant soldiers 4. against the blue 

2. The trumpets call. 5. from shore to shore 

3. a song for our flag 6. The red, white, and blue is 

over us all. 

Change the four incomplete expressions to sentences. 

Remember: A sentence expresses a complete thought. 
A sentence that tells something begins with a capital and 
ends with a period. 

Make up five sentences about the American flag. En- 
large the periods ( • ). 

A Sentence Match. For directions, see page 34. 
*. 4. Horn Game.* Run up and down the scale with 
the sound of ah, opening the mouth wide. 

A Talk to the Class, (a) Tell which poem or story you 
would select for the language flag as a star and why ; or 
(b) tell which author you would like to honor with a 
stripe and why. Come to the front of the room and speak 
to the class. Each pupil will speak. 

Keeping a Record. Let a pupil, as secretary, record the 
names of selections and authors on a flag on the board. 

* All games should be limited to several minutes and repeated when needed. A 
pronunciation game preceding each talk may be used at any' time during the week. 
If used in the period devoted to talks, it should not exceed several minutes. 



108 MAKING RIMES 

5. Making a Stanza. Let us try to change the last two 
stanzas of "A Song for Our Flag" (page 105) to make 
them apply to our language flag. Use the riming words 
as a guide and fill in the blanks. 

(a) Don't , floats 

— — — , throats 

Speak in the language that aye shall be 

(b) We're proud of our language, America's boast, 

— host ; 

reign land 

hand. 

(c) Then work — language, boast, 

host ; 

May our hearts from ocean to ocean reach 
To keep fine our language — American speech! 

Which of these stanzas do you like best ? Why ? 
Dictation. Copy the stanza that the class selects. 

6. Conversation. When George Washington was young, 
he wrote some "Rules of Conduct" to live by. Here 
are ten of his rules. Show that they suit school life as 
well as life outside of school. Tell which kind of school 
work certain rules apply to best. 

Be ready to tell why each rule is good. Which rule 
do you think most important? Which would make the 
best class motto ? 

1. Undertake not what you cannot perform. 

2. Be careful to keep your promise. 

3. It is better to be alone than in bad company. 

4. Think before you speak. 



REARRANGING IDEAS 109 

5. Pronounce not imperfectly, nor bring out your words too 
hastily, but orderly and distinctly. 

6. When a man does all he can, though it succeeds not well, 
blame not him that did it. 

7. Every action in company ought to be with some sign of 
respect to those present. 

8. Speak not evil of the absent, for it is unjust. 

9. In the presence of others sing not to yourself with a hum- 
ming noise nor drum with your fingers or feet. 

10. Labor to keep alive in your breast that little spark of celes- 
tial fire called conscience. 

7. Rearranging. Divide these rules into two groups : 
(1) those which apply to behavior, or actions, and (2) 
those which apply to character, or what we are. Which 
might apply to either group? Why? 

Copy the rules in your best handwriting, putting the 
behavior group first. Renumber the rules. 

Dictation. Copy the ten rules as the teacher gives them, 
y 8. A Pronunciation Drill. Let the pupils go to the 
" board and each write on a ladder five words ending in 
ing. Then let each move to the right one place and pro- 
nounce the words his neighbor has written. 

A Talk to the Class. Tell the class which of George 
Washington's rules you think most useful for a class 
motto. Think out beforehand. : (1) what the rule means, 
and (2) how the rule can be kept before the attention of 
the class. 

Keeping a Record. A pupil will act as secretary and 
keep a record of rules and speakers for each rule. If 
there is a tie, the class will vote. 



no USES OF PUNCTUATION 

9. Making a " Capital " Poster. Compose twelve rules 
for the use of capitals. Put under each rule a sentence 
to illustrate it. Review the pages referred to below. 

1. A sentence begins with a capital (page 9). 

2. A line of poetry begins with a capital (page 5). 

3. A quotation begins with a capital (page 23). 

4. The parts of a letter begin with capitals (page 36). 

Review also the following uses of capitals : 

1. Persons (p. 32). 4. Months (p. 32). 7. / (p. 40). 

2. Places (p. 32). 5. Holidays (p. 32). 8. Deity (p. 5). 

3. Days (p. 32). 6. Titles (p. 10). 9. Personification (p. 87). 

A Word Game : This and That. Copy ten sentences 
on the board. Then say, "This begins with A. That 
begins with B." Go the rounds. 

10. Making a Punctuation Poster. On the back of the 
"Capital" Poster copy the rules for punctuation with 
illustrative sentences. 

Period: end of sentence (page 10) ; after initials (page 52) ; after 

abbreviations (pages 43, 52). 
Question mark: after questions (page 10). 
Exclamation mark: after a sentence with feeling (page 23). 
Quotation marks: before and after somebody else's words 

(page 23). 
Apostrophe: possessives (pages 67, 97) ; contractions (page 85). 
Comma: parts of a letter (page 36) ; words of address (page 65) ; 

yes and no (page 102) ; before a short quotation (page 79). 
Colon: after salutation of a letter (page 36). 
Hyphen: dividing a word at the end of a line (page 22). 

Handwork. Committees will print two large posters of 
the best stanza and the class motto on page 108. 



PROJECT XXII. WRITING A STORY FOR A 
SECOND-GRADE CLASS 

ii. Making a Case to Hold Work. It is a good plan 
to keep all your written work ; for then you can see how 
much you improve from month to month. If you date 
each piece of work, you can put it in the case according 
to the time when you wrote it. That is a good exercise 
to make you businesslike. 

Make a case for written work. Turn to page 56 and 
talk about the three kinds of covers. Vote for one for 
the class to have. Make the case. 

ti2. A Breathing Game. Practice taking full breaths. 
Rise, and while your teacher counts five, slowly raise 
the arms, breathing in deeply. Exhale, and lower the 
arms slowly, while she counts five. Repeat five times. 

A Talk to the Class. Tell the class exactly how you 
decorated your case for written work. Then hold up 
your case for them to see. 

Voting for the Best. Stand the covers on the ledge of 
the blackboard. Put a number over each cover. Write 
on a piece of paper the number of the cover you like 
best. Collect the ballots and count them. 

13. A Story for the Second Grade : The Beginning. 

In Alphabet Land 

1 Years and years ago Father and Mother Square had a fine 
family of twenty-six children. They were very proud of their 
looks. Father Square admired them greatly when they stood 
up straight before him, as shown on page 112. 



H2 THE USE OF AN OUTLINE 

RBCDEFGHUKLMniDP 
QRSTUUliiJHMa 

2 But after a while a family by the name of Angle came to live 
at the end of the village. The little Angle children began to 
coax the Square children to run away and play with them. 
Some of the little letters said, "No, our Mother said we should 
not run away from home to play." But nine little letters dis- 
obeyed and crept off with the little Angles down the road. 

3 When they came home, their brothers and sisters hardly 
knew them. They were all pulled out of shape and actually 
looked like the little Angles with whom they had played. Oh, 
but they were sorry that they had not stayed at home with their 
own brothers and sisters ! Now they had all these sharp angles : 

AKMNVWXYZ 

4 The nine little letters with their sharp angles felt very 
sorry, but they could not change themselves. They had to 
suffer for their disobedience, as people always do. 

How is this story different from the last one you read 
in your reader? Write the names of the people on the 
board. Give names to the disobedient children. Draw 
them on the board. What made them look like that ? 

14. The Use of an Outline. You have learned that an 
outline is like a skeleton. An outline of a story would 
give you the chief ideas or things that happened. You 
will notice that each of these stands by itself in a para- 
graph. A paragraph is a number of sentences about one 
topic. Each paragraph begins farther to the right than 
the other lines. This is called indention. When you' 



PARAGRAPH AND INDENTION 113 

write a paragraph, always begin the first line one inch to 
the right. The blank space on either side of the printed 
matter on a page is called the margin. 

How many paragraphs are given in this story? How 
does each begin ? 

Remember: Always indent the first line of a paragraph an inch. 
Leave a margin of one inch on the left of the page. 

A Blackboard Class Outline. In class find the chief 
topic of each paragraph of the story, 
t^/ A Spelling Match. Review the spelling demons on 
** pages 12, 18, 42, 47, 58, and 87. 

meant whither beginning hoarse straight 

women though business enough grammar 

choose through to-night where minute 

15. The Story Continued : The Middle. Here is the next 
part of the story about the letters : 

5 For a long time everything went merrily as a bell. Then 
one day a band of gypsies wandered into the village. There 
was nothing square and honest about them at all. Their 
name was Curve. They camped over near the woods. 

6 Father and Mother Square said, "Do not go near those bad 
gypsies of the Curve tribe. They are thieves and will do you 
harm." 

7 At first the children stayed at home and played. But at 
last one little letter said, "Let's go over and just look at them. 
What harm can a look do?" The letters that had played 
with the Angle children begged them not to go ; but they would 
not listen. Eleven little letters ran over to the woods just for 
a look. 



ii 4 .MAKING AN OUTLINE 

8 Then what do you think happened? A big ugly Curve 
grabbed them, threw them into a wagon, and drove off. The 
little letters cried and cried, but nobody paid any attention to 
them. They had to wear the old clothes of the Curve tribe and 
work for them. 

9 When Father Square found out that eleven of his children 
had gone to look at the gypsies, he got the biggest horse in 
Alphabet Land and rode after them. He rode and rode. After 
a while he came to a brook. He saw five queer children bending 
over the water and filling buckets. " Can those be my own dear 
children? " he cried to himself, and ran to them. When they 
stood up again, he saw that they were only partly square. All 
the rest was Curve. They looked like this : 



BDJPR 



10 "Where are your brothers and sisters?" asked their father, 
wiping a tear from his cheek. The children told him that they 
had been whipped and sent to bed in a black wagon. 

11 So Father Square put the five partly curved little letters 
on the horse behind him and rode off in hard pursuit. When he 
came to the camp, he stole up to the black wagon and found six 
little letters weeping themselves to sleep. They did not look at 
all like his own children. They looked like real gypsies. They 
were all curves. Father Square felt very sad. He took the six 
curved letters back with him and piled them on the horse too. 
The six little letters that had been whipped so hard by the 
gypsies just stayed that way — all curves. 

12 Look at them for vourself and see ! 



CGOQSU 



Making an Outline. Make an outline of the paragraphs 
in the second part of the story. 



THE BEGINNING, THE MIDDLE, AND THE END 115 

16. The Story Concluded : The End. 

13 When they reached home, Father Square said, "We 
want to find out which of our children have listened to us. 
Which nine little letters ran away to play with the Angle chil- 
dren? Hold up your hands. [Draw these children on the 
board.] Which eleven little children did wrong in going to 
look at the gypsies? Hold up your hands. Which ones were 
partly curved? Which ones became all curves? [Draw these 
on the board.] Where are the six good little children?" 

14 Nobody stepped out. So Father Square took each little 
letter by the hand and drew it out. There they stood fine and 
straight. [Find out what these are and draw them.] 

15 "People shall always like you," promised Father Square, 
"especially little children when they begin to read. And they 
shall always find curves and angles hard to make in letters." 

And isn't that true, even to this day? 

E. M. Bolenius in The North American Boys and Girls 

Making an Outline. Write an outline of the whole 
story under three heads {Beginning, Middle, End). 

I. Beginning. [Use Roman numbers here.] 
A. [Use capital letters here.] 

17. A Pronunciation Drill. Pronounce carefully the first 
names of the pupils of the class. 

A Talk to the Class. Tell the story in relay, another 
pupil continuing when the teacher taps with her pencil. 

18. Handwork. Make a booklet in which to copy the 
story. See page 22 for directions. Copy the first part. 

19. Copying. Copy the middle of the story. Change 
the italicized expressions to easier words. 

20. Dictation. Copy the end of the story. 



PROJECT XXIII. HAVING A TREE PARTY 




21. Study of a Poem. Do you pass any trees on the 
way to school? Tell the names of as many as you can 
think of. 

If I Could Dig Like a Rabbit * 

If I could dig holes in the ground like a rabbit, 

Do you know what I'd do ? 

Well, I'd dig a deep hole 

Right under that tree. 

Then I'd go down — and down, 

And find out where the tree starts, 

And I'd find out how it eats and drinks, 

And what makes it grow. . . . 

Yes, I would ! 

Perhaps I could dig a hole right up into that tree, 

And — see — it — grow ! . . . 

Rose Strong Hubbell 

Where does a tree start ? How does it eat and drink ? 
What makes it grow ? How can you tell how old a tree 
is ? What trees can you name ? What trees do you know 
by sight? Which is the most beautiful tree in your 
community ? 

22. How Words Are Contracted. Which words are run 
together in the poem? What letters are omitted? 
What mark is used to stand for them? 

Remember: The apostrophe is used to stand for the omitted 
letter or letters, when two words are run together, or con- 
tracted. 

Copying. Copy the poem. 



* From " If I Could Fly " by Rose Strong Hubbell. Courtesy of G. P. Putnam's Sons. 
Il6 



CORRECT USE OF WORDS 117 

Abbreviations. You have learned that an abbreviation 
is followed by a period. Study the following : 

1. Treas. — treasurer 5. A.M. — morning 

2. Sec. — secretary 6. P.M. — afternoon and evening 

3. Prof. — professor 7. M. D. — doctor 

4. P. S. — postscript 8. D. D. — doctor of divinity 

23. Conversation. If you could dig like a rabbit under- 
ground, imagine all the interesting adventures you could 
have. What things could you see? What precious 
jewels come from underground? What caves might 
you find? What underground rivers might you come 
across? What little animals might you meet under- 
ground ? Talk about these things. 

Make up stories suggested by each of the following 
groups of words : 

1. swamp, cave, secret, treasure 3. spring, rock, iron mine 

2. great oak, granite, arrow head 4. Africa, river bed, diamond 

A Word Game. Isn't (not " ain't")- A pupil steps out- 
side the door. The class choose some one to be "it." 
The pupil returns and goes the rounds of the class, asking, 
" Is it you ? " (Answer : " It isn't I.") until he finds the 
right person. 
a 24. Enunciation. Draw a starfish. Write the follow- 
*■** ing at the points : ma, me, mi, mo, mu. Pronounce 
the syllables. Then sound a,- e i, 0, u separately. 

A Talk to the Class. Come to the front of the room and 
tell the class what you have planned as your adventure 
underground. Speak to the pupils on the back seats. 
Let a pupil preside. (See page 37.) 

BOL. EL. EV. ENG. Q 



n8 TELLING THINGS IN RIGHT ORDER 

25. Learning to Use the Eyes. Any child who wants to 
succeed in life must learn to use his eyes. How many 
things can you think of, in two minutes, that come from 
trees? Look about you in the schoolroom and write 
down the things you see. What great industries of this 
country depend on trees? How do people use wood in 
their occupations? 

Making a Blackboard Class Outline. Write lists of (1) 
industries dependent on wood, and (2) things made of 
wood. 

26. How to Make Something. Read the following care- 
fully so that you see exactly what was done : 



Then lay the point of one 



Polly said, "I will make one wreath all yellow. This is the 
way to do it. Watch ! 

"Break the stem off every leaf, 
leaf over the bottom of another. 
Lay it over just a little. 

"Now use one of the stems for a 
pin. Pin through both leaves. 
That will hold them together. Then 
you can pin on another, like this : " 

"I see," said Peter. "I can do 
it. First I shall take a red leaf, 
leaf. It is a good way." 




Next I shall take a yellow 



Rose Lucia : Peter and Polly in Autumn 
Remember: Tell things in the right order. 

Conversation. Talk about things that could be made 
from the wood, bark, roots, leaves, branches, flowers, 
and seeds of trees. 



A TREE PARTY 



119 



m 27 - 

L-LU inQ 



A Pronunciation Game. Draw a checkerboard and 
insert a word in each space. Pronounce up and 
down, across, and diagonally. 

a/ready (not "ahready") drowned (not "drownded") 

February (not "Febuary") museum (not "muzeem") 

2JI right (not "ahright") athletics (not " athaletics ") 

attacked (not "attackted") introduce (not "interduce") 

Manila (not "vanilla") 

A Talk to the Class. Tell the class how to make some- 
thing from some part of a tree. 

28. Writing a Paragraph. Write a paragraph telling 
what you would make from a tree. Be sure to have the 
margin and indention right. Make a good title. 

29. Correcting a Paragraph. See page 59. Copy the 
paragraph with corrections. 

30. An Indoor Tree Party. Decorate the classroom with 
autumn leaves (or spring flowers). Make maple leaf 
wreaths to wear. 






A TREE PROGRAM 






RECITATION. // / Could Dig Like a Rabbit (Page 116) . A pupil 

TEN TALKS. An Adventure Underground '(Page 117) . . Ten pupils 

readings. Three Arbor Day Poems {from Readers) . Three pupils 

TEN TALKS. Something to Make from a Tree (Page 119) . Ten pupils 

exhibit. TJie Paragraph about the Tree (Page 119) . . . The class 

An Outdoor Tree Party. On a Saturday afternoon your 
class can go on a tree party outdoors. If it is in the 
autumn, you can go for chestnuts. If it is in the spring, 
you can go for the first pussy willows, or spring flowers. 



I PROJECT XXIV. ADVERTISING FOR CLASSROOM j 
HELPERS 

31. How Advertising Helps. Look over a newspaper and 
be ready to tell the class what different kinds of adver- 
tisements you can find. 

One day there appeared on the blackboard in a fifth- 
grade classroom the following advertisement : 

WANTED: Two classroom helpers. Must be , and 

, and . Testimonial required from home. 

To find the two pupils who can best fit this advertise- 
ment what two things must be talked over in class? 

A Blackboard Class Outline. Talk about the different 
qualities demanded in a classroom helper. Decide on 
the three that you think the person who wrote the adver- 
tisement was thinking about. 

32. Seeing Things for Yourself. In order to talk or 
write well you must have something worth while, to talk 
about. Therefore part of your business in school is to 
learn how and where to get ideas. One of the best ways 
is to use your eyes. The following story is told about 
the great naturalist Agassiz (ag'-a-see) and one of his 
students. It illustrates how we develop the power of 
observation, or seeing things carefully. 

A new student, eager to learn from the great Agassiz, was 
greatly surprised when the naturalist gave him a fish to watch, 
saying : 

"Look carefully at this fish and tell me later what you have 
seen. Do not cut it in any way." 

Then Agassiz left the room. When he came back after an 
hour, the student told him what he had seen. 



SEEING THINGS FOR YOURSELF i2r 

"You have not looked very carefully," said Agassiz. "Keep 
on looking." 

For two days the young man studied the fish, and reported his 
discoveries to Agassiz. 

"This was the best zoological lesson that I ever had," the 
student said in after years, "a lesson whose influence has ex- 
tended to the details of every later study." 

Conversation. What things might the student have 
seen in a fish ? What kind of fish might it have been ? 

33. Writing Sentences. Write sentences that tell one 
thing you have observed about each of the following : 



I. 


A bird 


6. 


A bank 


n. 


An automobile 


2. 


A snake 


7- 


A store 


12. 


A wagon 


3-. 


A cow 


8. 


A barn 


13- 


A street car 


4- 


A frog 


9- 


A factory 


14. 


A bicycle 


5- 


A dog 


10. 


A railroad station 


iS- 


An airplane 



34. Conversation. Do you think that Peter and Polly- 
saw everything that was to be seen at the fair ? 

Then mother said, "Now let us look for interesting things. 
You first, Polly. What do you see that is interesting?" 

"All the automobiles standing over there — and all the 
wagons — and all the people." 

" Yes," said the mother. " There are hundreds of auto- 
mobiles and wagons. Peter, what do you see? " 

"All the people going into that place to eat — and all the 
people coming out." 

Rose Lucia : Peter and Polly in Autumn 

What is the most interesting thing you ever saw at a 
circus ? on the way to school ? in the school yard ? 



122 PARTS OF A LETTER 

35. A Pronunciation Game. Pronounce the following 
tongue twisters : 

1. Around the rugged rocks the ragged rascal ran. 

2. They found flesh of freshly fried fish. 

3. Two toads, totally tied, tried to trot to Tedbury. 

A Talk to the Class. Come to the front of the room and 
tell the class about the most interesting thing you ever 

saw : 

1. In the school yard 3. At a fair 

2. On the way to school 4. At a circus 

36. The Value of Testimonials, or References. When 
people seek positions they are often asked to give testi- 
monials, or letters from other persons telling why they 
are fitted for certain kinds of work. What should you 
like your father or mother to be able to say about you in 
writing to the teacher ? 

On the opposite page is given the proper form for a 
letter to be written to one's family or friends. Which 
parts tell wliere, when, to whom, what, how, and by whom ? 
Where are these placed? How are they punctuated? 
Where are capitals used ? 

Remember: A friendly letter must be in the proper form. 
The Jive different parts should begin with capital letters. 
The place and the date in a letter are punctuated with commas. 
The salutation ends with a colon. 



j j 



37. The Spirit of a Letter. The following little story 
or anecdote, tells you how important it is to make a letter 
polite. 



POLITENESS IN LETTERS 123 

One day a man sent a very cross letter to Governor Winthrop. 
Winthrop sent it back to him. He said, "I cannot keep a letter 
that might make me angry." Then the man that had written 
the cross letter wrote to Winthrop, "By conquering yourself, 
you have conquered me." 

Edward Eggleston : Stories of Great Americans 

Remember: A letter should be courteous, or polite. 



sU 






rt*s0~MJ ^/tfsndS- 



( y ^^n^U 12A^L^y 

/Iv{Ij& ^>v^j yryvzy y^cy y^ 



Writing a Letter. Complete this letter. Take it home 
to your mother. Bring an answer to the teacher. 

38. The Use of Quotation Marks. In which of the above 
sentences are the person's exact words quoted? Read 



124 HOW TO WRITE QUOTATIONS 

these aloud. Copy the sentences on the board. Which 
mark of punctuation tells you that a person's exact 
words are coming next ? 

Remember: A person's exact words begin and end with quo- 
tation marks. 
A comma is placed before a short quotation. 

Writing Quotations in Sentences. Turn to page 108 and 
write five of George Washington's rules in sentences, 
beginning each with Washington said. 

39. Playing Employer and Applicant. You have learned 
from your parents whether or not you are fitted to become 
classroom helpers. If you do not now have the quality 
needed to be successful, you can try to develop it. We 
shall play that the teacher is your employer. One after 
the other, the class will come to the desk and go through 
the following conversation : 

Pupil. I wish to apply for the position of classroom helper. 
Teacher. Are you fitted for the position ? 
Pupil. [Here the pupil gives in his own words what his parent 
has written to the teacher about him.] 

40. A Humming Game. To get a good tone, close the 
lips and hum m. Then open the lips but continue hum- 
ming. 

A Talk to the Class. Each pupil will decide who he 
thinks is best fitted to be a classroom helper and will 
make a speech telling why he chose him. 

A pupil will keep a record on the blackboard to see who 
wins the class vote. 



PROJECT XXV. 



HOLDING A 
DRIVE " 



GOOD ENGLISH 




41. Tramps of Speech. No community wants tramps 
to mingle with its people. There are certain words and 
ways of speaking that are exactly like tramps. Here we 
see them coming up before the bar of Judge English. 
The judge is condemning them to thirty days of hard 
labor. At the bottom of the page you will see them re- 
formed as respectable citizens. 

Careless pronunciation, slang, and bad grammar 
are the tramps of speech. Grammar is the study which 
tells us how to use the right word forms together. To 
say "I saw it" is good grammar. To say "I seen it" is 
bad grammar. 

Tag Week: Reforming Bad English. During the " Good 
English Drive " you will try to reform these bad expres- 
sions. To learn which they are we shall have a Tag 
Week. Whenever you hear a pupil making a mistake, 
go up to him and "tag him." Talk about what such 
mistakes might be. Put the right forms on the board. 




126 HOW YOU ARE JUDGED BY YOUR SPEECH 

Handwork. Make a tag for Tag Week. Cut card- 
board 5 inches by 4 inches in size, and tie a string to it. 
At the top of one side write your name and "Mistakes I 
Have Made." At the top of the other side write "Mis- 
takes I Have Heard." Wear the tag all week. 

When you tag another pupil, write down the mistake 
under the head "Mistakes I Have Heard" on your card, 
and see that he writes down the mistake on his tag, 
under the head " Mistakes I Have Made." 

42. How You Are Judged by Your Speech. There is a 
proper way to wear clothes. Anybody who would wear 
his coat inside out or buttoned in the back would be 
laughed at. Anybody who would wear ragged stockings 
and worn-out shoes with a neat suit of clothes would 
have nobody but himself to thank if well-dressed people 
avoided him. 

Our speech is a suit of clothes that we put on each day. 
If we expect to mingle with educated people, we must 
be able to speak the correct English that they speak. 
Bad grammar, incorrect pronunciation, and slang are 
exactly like the torn hat and the ragged shoes that would 
throw the tramp out of good company. 

We owe it to ourselves, to our school, and most of all 
to our language flag to learn to speak the best English. 

Dictation of a Letter. Copy by dictation a letter of 
challenge to another class in school for a spelling match 
on Friday. The best letter will be sent. 

43. Main Topics and Subtopics in Outlines. Whenever 
you arrange ideas under a topic, you should place them 



TAG WEEK 127 

about half an inch to the right. Look closely at the 
outline form that you will now fill in on the blackboard. 
Fill in five examples for each of the main topics. 

I. Good Grammar 

A. "I did it," not "I done it" 

B. (Fill in five examples) 
II. Good Pronunciation 

A. ''Kettle,'" not "kittle" 

III. Good Spelling 

A. " Receive," not "recieve" 

IV. Standard Words (not Slang) 

A. "Took without permission," not "swiped it" 

Remember: Place a subtopic half an inch to the right of a main 
topic. 

44- Grammar Games. Review pages 5, 16, 26, 32, 58, 
69, 78, 88, 99, no, and 117. 

Spelling Match. Hold a spelling match with another 
class. 

a 45. A Pronunciation Game. Sound h in wh as if blow- 
er* ing a feather. 

when whither where which while why 
whey whined whale white wheel whir 

A Talk to the Class. Report on five expressions on 
your tag. Give the right forms. 

46. A Blackboard Class Outline. Outline all the mis- 
takes recorded on tags. Write them on the board as 
each pupil reads them. Record the number of times 
each error was made. Discuss the correct forms. 



28 



TAG WEEK 




47. Drawing and Writing. Draw the language flag. 
Print on it one of the above slogans. Then write ten 
sentences to show the use of correct forms. 

48. Conversation. Make up a motto to suit each poster 
on this page. Talk about other good slogans. 

Talk about other ideas for posters. See whether 
you can think of a good poster to suit your slogan. 

best idea. 



Vote for the 

49. Pronuncia- 
tion Game. Find 
other words with 
similar sounds : 
am, end, ill, odd, 
up. 

A Talk to the 
Class. Give your 
idea of a poster. 



EnQlisti-^ 
Cleanser^ 



Chases 

Bad 

English 




Keep ijourEti^lijsh clean 



50. Handwork. 
Make the poster 
and print the 
slogan on it. 

Decide which 
poster is the 
best. Hang it 
in the best place 
in the classroom. 



PROJECT XXVI. MAKING A CLASS RESOLUTION 

51. Making a Blackball Box. There is an interesting 
story about the word blackball. 

Years ago people voted in a very queer way. When an urn 
was passed around, each voter dropped into it a white or a red 
ball if he voted "yes," and a black ball if he voted "no." We 
do not use this method to-day, but we still use the word black- 
ball, which means "to condemn," or "to disapprove of." 

Let us continue our " Good English Drive " by black- 
balling incorrect expressions. An excellent plan would 
be to make what we could call the Blackball Box, keep 
it standing on the teacher's desk, and drop into it all 
incorrect expressions we hear. We could write these 
on slips of paper and drop them through the opening in 
the top of the box. 

Conversation. How is a box usually made? What 
could we use instead of making a new box ? To make 
a new box, what steps should you take ? 

A fifth-grade class used the following pattern. Explain 
it. What should you like on the box as a decoration? 



square 5 



Directions 

1. Make each side of a 
inches. 

2. Fold at dotted lines. 

3. Cut out the black portion. 

4. Paste the shaded flaps. 

^ 52. A Pronunciation Game. 

" words in ing. 

A Talk to the Class. Tell how to make and decorate 
the box. The class will vote for the box it wants. 




Make a ladder with five 



129 



130 AN ALPHABET GAME 

53. Writing a Paragraph. Write a paragraph telling 
how you would make a Blackball Box. 

Handwork. Let the committee make the Blackball 
Box for the teacher's desk. 

54. Locating Words in the Dictionary. To use the dic- 
tionary quickly, we must be able to tell at once just where 
in the alphabet a letter comes. Let us divide the twenty- 
six letters into four groups : 



I 
A, b, c, d, e, f 



II 
G,h,i,j,k,l, 



III 

M,n,o,p,q,r 



IV 

S, t, u, v,\v, x, y, z 



Which letter begins each group? 

An Alphabet Game. Draw four boxes on the board to 
stand for the four groups of letters : | I 1 1 II [ | HI I\ 



As the teacher gives out a word, see who can first fit 
it into a box; as, "very" (IV). When a pupil misses, 
he is "out." Go the rounds. 

55. Outlaw Expressions to Blackball. Did you know that 
in the English language there are no such words as 
"blowed," "brung," "busted," "et," "guv," "hisself," 
" hurted, " " kum, " "someplace, " " theirselves, " 
"wanter," " cupsful," "your'n," and "youse"? 

Copy on the board "Do you say" and underneath 
write the correct forms for these outlaw words. Practice 
saying them. 

A Sentence Match. For directions, see page 52. 

(a) break, broke, have broken (c) throw, threw, have thrown 
'(b) hurt, hurt, have hurt (d) choose, chose, have chosen 



VALUE OF GOOD ENGLISH IN LIFE 131 

A Written Exericse. Fill in the following sentences 
correctly. Copy them. Enlarge the periods. 

1. He that it rained . (Knowed, again, knew, agin) 

2. book . (This, youse, ain't, this here, 

for, isn't, you, fer) 

3. have a marbles. (Me and him, hundred, 

he and I, hunderd) 

4. She about who it. (Done, don't know 

nothing, doesn't know anything, did) 

5. You sure that he it. (Was, seen, were, saw) 

6. You the Mary. (Git, kettle, get, kittle, off, 

from) 

56. The Value of Good English in Life. One of the best 
results of our "Good English Drive" is that we now 
realize that impolite speech, slang, careless pronunciation, 
and bad grammar are hindrances. 

Show that the following resolution, made by a fifth- 
grade class in the Middle West, is true : 

Resolved 
That Good English is a help, and Bad English is a hindrance : 

1. In being interviewed for a position. 

2. In answering a letter from a stranger. 

3. In writing an application for a position. 

4. In taking part in Sunday School. 

5. In being interesting at a party. 

6. In being understood on the playground. 

7. In doing one's work in a store, a factory, or a shop. 

8. In selling papers, acting as office or elevator boy. 

9. In taking part in Boy Scout work or in other clubs. 
10. In making friends. 



132 FINDING THE MISTAKES OF THE CLASS 

How does good English help in each of the suggestions 
on page 131 ? How does bad English hinder? 
a 57. A Pronunciation Game. Pronounce as one syllable, 
^?"elm" (not "elum"). 

elm helm film charm warm realm 

A Talk to the Class. Select one of the subtopics in the 
resolution on page 131 and show that Good English is of 
value. 

58. Making a Class Resolution for the Local Paper. How 
should you like to make a Resolution somewhat like the 
one that the fifth-grade class in the West made? Here 
is the form we shall take : 



Resolved 
That Class — fifth grade, School Number — will avoid 
the following expressions because they are incorrect : [Fill in] 



[Signatures of the class] 



Common Mistakes of the Class. Open the Blackball 
Box. Take out the mistakes that have been dropped into 
the box. Write them on the board. Keep the record 
of the number of times each mistake was made. 

Copy the resolution, rilling in the ten mistakes that 
had the greatest count against them. 

59- Signing the Resolution. The teacher will select the 
best written resolution to send to a local paper. This 
will be passed from desk to desk, for the pupils to sign. 



A "GOOD ENGLISH" PROGRAM 133 

Writing a Letter from Dictation. The class will copy the 
following business letter, as the teacher dictates it : 





[Fill in the place.] 




[Fill in the date.] 


Editor, The [Fill in 


the name of the paper.] 


[Fill in the place. 


] 


Dear Sir : 




The inclosed resolution has been adopted by the Fifth- 


Grade Class in . . 


. [Fill in.] . . . School. Will you kindly 


give it publicity through your columns ? 




Very truly yours, 




. . . [Fill in the name.] . . . 




Representative of the Class 



Voting for the Best. The class will choose the writer of 
the best letter as their representative. 

The class representative will mail the letter to the 
editor or take it in person. 

60. Holding a " Good English " Program. The following 
material made during the month will be placed on exhibit, 
and the period will be given to talks. After school there 
will be a parade in the yard with the placards and posters. 

Each pupil will wear his tag from Tag Week. (Page 125.) 

Announcement of the Spelling Match with the other class. 

A blackboard list of slogans. (Page 1 28.) 

The language flag with the slogan. (Page 128.) 

An exhibit of posters with slogans. (Page 128.) 

Talks. What has been most helpful in this "Good English 

Drive." Each member of the class. 

The language pledge and salute The class. 

BOL. EL. EV. ENG. IO 



PROJECT XXVII. MAKING GIFTS FOR A 
GIFT SHOP 

61. The Form of a Business Letter. Look closely at the 
following letter. What different things does it tell? 
Where is each part placed? Point out the margin. 
Point out the indention of the paragraph. 

What part of this business letter is not found in a 
friendly letter? 



10 T^-J*- J'MjLeX, 

/ 1*-^U<jLs ^JZyyi^O sOOI-Z^ Sl^TTAAy sCz&aX; 

If^esuf ^fru-tlist- /ii*ruA4s f 
1 IKjUu/^AuUuaLs 



A business letter should include the address of the 
person to whom the letter is sent and the full address of 
the sender of the letter. 

Look closely at this business letter. How are the 
different parts punctuated ? 

Remember: A business letter gives the firm' 's name and address 
above the salutation. If it is written to a person, it gives 
his name. 
The salutation of a business letter ends with a colon. 

134 



FORM OF THE BUSINESS LETTER 



135 



Dictation. Go to the board and copy the letter on page 
134. The rest of the class will copy at their seats. 

62. Writing a Business Letter. Copy the letter on page 
134 but make it a letter from you to a real firm, by 
changing the heading, 



(" Number of street 
Heading { City and state 

I Day, month, year 

Firm's name 

City and state 
Dear Sirs : (Salutation) 



Address 



the address, and the 
signature. Choose a 
firm in class. The 
best letter will be sent. 

Use this form. 

63. Conversation. We 
shall now play that the 
class is a little shop 
making gifts. You are 
going to have some 
magic dwarfs to help you in your Gift Shop 
are. Name them. Tell what each can do. 



Body of Letter 

(Complimentary close) Very truly yours, 
(Signature) 



Here they 



wmmm ol 




Dwarf Hands is going to show you now how to make 
something pretty for the Gift Shop. Watch him do it. 
Tell what he does. Which dwarfs help him? 




STWPi 



136 



ft 



PAPER HOLDER 



H 




CANDLE SHADE 




TELLING THINGS IN RIGHT ORDER 




PIN CUSHION 



L.t...1, l ,1, l ,<...frfiJ 



64. Conversation. On this page 
twenty gifts are pictured. Which 
do you think would be the easiest 
to make ? Why ? Which would be 
the hardest ? Why ? Which would 
your mother like best ? Why ? 

Which magic dwarf would 'help in 
making each gift? Tell how he 
would help. 

Remember: In telling how to do or 
make something always give the 
right order. 

65. Pronunciation Game. Do not 
add the sound of r; as, "lawr" for 

law : 

claw idea law draw saw 

A Talk to the Class. Tell how to 
make a gift on this page. 

Handwork. During the next two 
weeks make one of these gifts at 
home or in the classroom after school. 



^ 



m 



CALENDAR 



MATCH SAFE 



S3 



MATCH SCRATCH 



1 



COURT PLASTER 



STORIES 
SCRAPS 

SCRAP BOOK 




IRON HOLDER 



mm 



MOUNTED PRINT 



EYEGLASS WIPER 



FOLLOWING DIRECTIONS 



137 



66. Handwork. The teacher will divide the class into 
groups of twelve, in which each pupil represents a dif- 
ferent month. Each will receive a sheet of paper 8-J 
inches by n inches. Follow these directions : 

Print the name of your month in the center at the top 
of the sheet. With the aid of Dwarf Ruler measure 
and draw an oblong seven inches wide and four and a 
half inches high under the name of the month. 

Divide the oblong into equal spaces by drawing six 
vertical lines and five 'horizontal lines. Which magic 
dwarfs helped you to do this ? 

Print the names of the days of the week in the top row 
of spaces. 

67. Conversation and Blackboard Outline. Make an out- 
line on the board showing how many days each month 
has. Find out on which day each month will begin during 
the coming year. How will you do this? What must 
you know first ? 

On what day of the week does your month begin? 
How many days has it? Fill in the numbers on your 
calendar. 

68. Making a Calendar of Countries. Each month is to 
stand for a different country. Look at the list on the 
next page and see which country your month represents. 
The proverb for each country was written by some one 
from that country. 

Print the name of the country you represent under 
the middle of the calendar. Make the letters half an 
inch high. Then write in your best handwriting the 



138 



A CALENDAR OF FOREIGN PROVERBS 



proverb for that country. Look at the model to see 
how much room to take. Talk about what these prov- 
erbs mean. 



Jan. 

Feb. 

March 

April 

May 

June 

July 

Aug. 
Sept. 
Oct. 

Nov. 

Dec. 



America. One to-day is worth two to-morrows. 
Ancient Rome. They conquer who think they can. 
Italy. Trifles make perfection, but perfection is no trifle. 
France. A little work is a burden ; much work, a pleasure. 
England. Opportunity knocks but once at the door. 
Spain. Diligence is the mother of good fortune. 
Belgium. Love and you will grow wise ; grow wise and 

you must love. 
Greece. He is wise who does everything in its proper time. 
Egypt. Maltreat not an inferior. 
Japan. After a victory a soldier must tighten the straps 

of his helmet. 
Persia. Do well the little things now and great things 

shall come to thee later, asking to be done. 
India. Yesterday is but a dream, and to-morrow is only 

a vision. Look well therefore to this day. 



MARCH 



3 6 



7 8 9|lo | ll 11 13 
14 13 16 17 I S 19 lO 
11 11 13 1*H 16 17 



ITALY 



69. A Pronunciation Game. Do not 

omit r ; arm (not "ahm") : 

alarm barn form harm 
mister near park warm 

A Talk to the Class. Memorize the 
proverb that you like best and tell the 
class what it means. 

70. Writing Sentences. Write below the 
proverb four things you have learned about the country 
you represent. Make each a sentence. 

Handwork. Draw a picture for a front cover. Fasten it 
with the twelve sheets by punching holes and tying a string 
through them. To whom could you give the calendars? 



~W\ PROJECT XXVIII. A PARTY FOR PARENTS iP" 

71. Conversation. How should you behave when you 
are giving a party ? How should you behave when you 
go to a party, when you leave, and while at the house? 
What interesting things have you done at parties ? 

Where shall we have this party for parents? When 
shall we give it? How might we entertain the parents 
during the period ? 

Writing an Invitation. Write a letter to your mother ask- 
ing her to come to the party. What should you tell her ? 
Take the letter home and give it to her. 

72. Trades and Professions. Pretend that a Good Fairy 
has promised to tell you in class what you will be when 
you grow up. 

How does a trade differ from a profession? Which 
requires more time and money for preparation? Why? 
How can a boy or a girl earn money? Which trade 
do you like best? Why? Which profession do you 
like best? Why? What qualities are needed to bring 
success in any trade or occupation? 

Blackboard Class Outline. Write on the board an out- 
line of subtopics under the two main heads Trades and 
Professions, as the class give them. What is the rule for 
subtopics? 

Copy the outline, rearranging subtopics alphabetically. 

H73. A Pronunciation Game. Write nine words that end 
in d. Pronounce final d; as, "friend" (not "fren"). 
A Talk to the Class. Tell the class which trade or pro- 
fession you would like when you grow up. Tell why. 



i 4 o THE PROPER WAY TO USE A TELEPHONE 

Handwork. (Done after school.) Choose a committee 
of three pupils to make a fortune pie : 

i . Cut slips of paper, size one inch by three inches. On each 
slip write the name of a different trade or profession outlined on 
the board. Have as many slips of paper as there are pupils in 
class. Roll the paper tightly into a neat roll one inch long. 
Tie a string a yard long to each rolled paper. 

2. Take a deep cake pan. Cut a piece of tissue paper in a 
circle three inches wider than the diameter of the top of the 
pan. Mark the rim of the pan on the circle of tissue paper. 
Cut little holes around this line on the tissue paper for the 
strings to come through. 

3. Put the rolled papers inside the pan. Pull the strings 
through the little holes. Paste the tissue paper to the side 
of the pan, letting the strings hang loosely at the sides. 

74. Writing a Paragraph. Explain in your own words 
how to make a fortune pie. Read the directions again. 
The best paragraph will be sent to a third-grade class. 
75. Conversation. It will be well to invite 
your principal or your superintendent to come 
to the party. Suppose you call him up by tele- 
phone. Do you know the proper way to use it ? 
Remember always to be courteous. 

The teacher will bring a telephone book to the 
classroom. How are the names arranged? If you can- 
not find a man's name but know his business, can you find 
his telephone number ? How is a long distance call sent ? 
Who invented the telephone ? How is it used ? What 
is its value in business? at home? in school? 




PRACTICE IN TELEPHONING 141 

A Telephone Conversation. Let two pupils go to opposite 
ends of the room and telephone to each other. The one 
will pretend to be a pupil in the fifth-grade class. The 
other will be the superintendent of schools. Act out 
the conversation. What would the superintendent want 
to know about your party (page 143) ? 

The pupil who acts his part the best will be selected to 
go to the office and give a real invitation over the tele- 
phone, calling up the superintendent's clerk. 

76. How Jingles Are Written. Lines of poetry that have 
the same sounds at the ends are said to rime. As you 
read the following jingle, notice which lines rime : 

Dear little Tree, so straight and tall, 

I love your branches best of all ! 

They make me think of squirrels and things, 

Or of the brook that gaily sings. 

Copy the jingle on the board by dictation. Underline 
the words that rime. 

Writing Sentences. How many different sentences are 
given in this jingle? Copy them separately. Make up 
five sentences about squirrels. 

77. Making Jingles for " Shut-ins." There are always 
people who cannot get out to enjoy the sunshine. They 
may be cripples who cannot walk. They may be in- 
valids confined to their beds. They may be children 
at the hospital. We shall now see whether we can make 
some little jingles to put on post cards or to use with 
little gifts, to send to these sick people. 



142 



RIMES AND JINGLES 



In the jingles below, blanks are left for you to fill in. 
(i) The fire is warm, (5) If I could be the Wind 



The lights are low. 



I'd blow a breeze to you. 



(2) Roses, lilies, pansies, daisies, (6) The greatest sport I know 
Come throughout the year ; just now 

Is .... on the river. 



(3) When snow lies glistening (7) In the summer, flowers 
on the ground, a-plenty, 

And birds have flown away, In the winter, few ; 



grapes, 



(4) Apples, chestnuts 
and oranges 
Round the fire this night, 



(8) Red, white, blue — always 
true 
That's our flag so fine ; 



Make lists of words that rime with the last word of the 
second line in the jingle. Complete the jingles. 

Handwork and Copying. Cut heavy paper, size 6 inches 
by 4 inches. Copy the jingle on the paper. Draw a 
picture to illustrate it. Choose one of the following : 

Branch of holly 9. Pine tree 

Pair of skates 10. Spring flower 

Turkey 11. Sled 

Chimney place 12. Flag 



1. Santa Claus 

2. Basket of fruit 

3. Glass of jelly 
4- 



Christmas tree 



The ten best post cards will be sent to the hospital. 



WORKING BY COMMITTEES 143 

^ 78. A Pronunciation Game. Practice the following, not 
" pronouncing the silent letters : 

chesmut forehead isthmus often sword 

A Talk to the Class. Read your jingle. Hold up your 
drawing and tell the class what you drew and why. 

Stand the post card jingles along the ledge of the black- 
board and choose the ten that are the best. 

79. Conversation. The two pupils who have done the 
best work up to this time will be selected by the teacher 
to serve as president and secretary of the meeting. 

The president will confer with the teacher and appoint 
the following committees, with three pupils on each : 
The Program Committee The Decoration Committee 

The Exhibit Committee The Class Honor Roll Committee 

The Reception Committee 

Talk about the duties of these committees. 

A Grammar Game : Correct Use of Saw, Ran, Did. The 
teacher makes a statement and gives a question. The 
pupil answers by using did; as, "I saw a rabbit run. 
What ran ? " (" The rabbit did.") 

80. Program of a Party for Parents. All the work on 
this program has been done during the month. 



PROGRAM 
EXHIBIT OF GIFTS MADE OUTSIDE OF SCHOOL (Page 136) A pupil explains 
EXHIBIT OF THE CLASS CALENDARS. (P. 137) A pupil tells how they were made 

A TELEPHONE CONVERSATION (Page 141) Two pupils 

PULLING THE FORTUNE pie (Page 140) The class 

READING OF JINGLES AND SHOWING OF DRAWINGS (Page 142) . The class 
INTRODUCING PARENTS The committee 



PROJECT XXIX. FORMING A CLASS LIBRARY 
CLUB 

81. Usefulness of Punctuation. Should you enjoy read- 
ing at the library, if all the books were printed like the 
following paragraph ? 

young men you are the architects of your own fortunes rely 
on your own strength of body and soul take for your star self- 
reliance energy invincible determination and right motives are 
the levers that move the world love your God and your fellow- 
men love truth and virtue love your country and obey its 

laws 

President Porter 

In the above selection where should capitals be in- 
serted to begin sentences? Where should periods be 
placed to end sentences? Where should commas be 
inserted ? 

Remember: A word of address is cut off by a comma. 

Words in a series are separated by commas; as, "I like 
cherries, grapes, and peaches." 

Copying and Correcting. Copy the above speech in 
correct form. Exchange papers in class and correct them. 

Writing Sentences. Write ten sentences, each giving 
in a series three things that you like, have seen, or have 
heard. 

82. How to Write Questions and Commands. How do 
the following sentences differ ? 

1. President Porter gave good advice to the seniors. 

2. Did you read what President Porter told the seniors? 

3. Love your country and obey its laws. 

144 



KINDS OF SENTENCES 145 

Which sentence states a fact? Which sentence asks 
a question? Which sentence commands, or makes a 
suggestion? With what marks do these sentences end? 

The first sentence declares a fact, or makes a statement. 
(President Porter gave good advice to the seniors.) 
Therefore it is called a declarative sentence. It is always 
closed with a period. 

The second sentence asks a question, or interrogates. 
(Did you hear what President Porter told the seniors?) 
Therefore it is called an interrogative sentence. It is 
always closed with a question mark, or interrogation 
point. 

The third sentence requests or suggests or commands. 
(Love your country and obey its laws.) Therefore it is 
called an imperative sentence. It is always closed with a 
period, and it has its subject understood, not expressed 
as the other sentences do. Sentence 3 means, therefore, 
"(You) love your country and obey its laws." 

Remember: Sentences may be statements, questions, or com- 
mands. 

Statements are declarative sentences. 
Questions are interrogative sentences. 
Commands are imperative sentences. 

A Sentence Match : Questions and Answers. Divide the 
class into rival teams. To be polite begin with the name 
of the person addressed; as, "Harold, did you walk to 
school?" ("Yes, Tom, I walked to school.") A pupil 
who forgets the polite form takes his seat. 



146 STATEMENTS, QUESTIONS, AND COMMANDS 

83. Writing Statements, Questions, and Commands. 
Take each sentence in President Porter's speech and turn 
it into a question or a statement by changing the wording 
and punctuation. Copy these on the board and discuss 
them. Which sentences have the subjects understood? 

Dictation. Copy President Porter's speech in correct 
form. Find the declarative sentence. Number the 
imperative sentences. 

84. Conversation. We shall organize a Library Club 
for the fifth-grade class. During the next week think 
and talk outside of class about a good name to give 
to the club. In class there are many things that we 
can talk about in regard to books and reading. How 
many books of your own do ycu have? Which do 
you like best ? Which is your favorite book in the class 
library ? 

Blackboard Class Outline. Discuss the following 
topics. Then outline each on the board under the two 
main topics : The Right Way and The Wrong Way. 

1. How to open a new book. 7. How to behave in a library. 

2. How to cover a book. 8. How to get a library card. 

3. How to mend a book. 9. How to go to our library. 

4. How to make a bookcase. 10. How to keep a record of 

5. How to make a bookmark. reading. 

6. How to find things in a 11. How to find a certain book. 

textbook. 12. How to get a personal 

library. 



85. A Pronunciation Game. Do not run syllables to- 
gether : 



WHAT WE SHOULD KNOW ABOUT A BOOK 147 

perhaps (not "p'rhaps") natwral (not "nat'raP") 

general (not "gen'ral") memory (not "mem'ry") 

several (not "sev'ral") poem (not "pome") 

bravery (not "brav'ry") violet (not "vi'let") 

history (not "hist'ry") 

A Talk to the Class. Tell the class either what to do 
or what not to do in one of the topics given on page 146. 
Let a pupil preside. 

A Reminder. Copy the following on the board : 

Stand erect. 

Speak distinctly. 

Do not hurry. 

Do not use too many and's. 

86. Conversation. Hold a textbook or a library book 
before you. What are the different parts of a book? 
What things are given before the story begins? How is 
the title written? Where is the author's name placed? 
Is anything placed at the end of the book ? 

When you write a title of a book or other selection in a 
composition, place quotation marks at the beginning and 
at the end. 

Think of a story that a number of boys and girls in the 
class have read and answer the following questions about it : 

1. What is the title? Where is it placed ? 

2. Who is the author? 

3. Who are the chief characters, or people? 

4. When did the story take place ? 

5. What was the most interesting thing? 

Remember: Always set of the title of a book or selection by 
quotation marks. 



148 LIBRARY POSTERS 

A Blackboard Class Outline. Take a book that you have 
been reading. Outline the answers to the questions on 
page 147, each question to be taken as a main topic. 
Condense the question to a word ; as, Question 1 to title. 
Put the subtopics half an inch to the right. 

87. Making Library Club Posters. Talk about the fol- 
lowing sentences, which tell you what six great men 
have thought about books. What does each sentence 
mean? Show that it is true. 

1. Reading is to the mind what exercise is to the body. 

Addison 

2. Books are the windows through which the soul looks out. 

Henry Ward Beecher 

3. It is thinking that makes what we read ours. 

John Locke 

4. The books which help you most are those that make you 

think the most. Theodore Parker 

5. We are all poets when we read a poem well. 

Thomas Carlyle 

6. Of equal honor with him who writes a grand poem is he who 

reads it grandly. Henry Wadsworth Longfellow 

Vote in class to see which sentence is to be the class 
library motto. 

Dictation. Copy these six sentences as the teacher 
dictates them. Enlarge the periods. 

Handwork. Print on drawing paper with crayons the 
sentence that you like best. Memorize it. Cut a 
picture from a paper or draw a sketch to illustrate your 
poster. 



A LIBRARY CLUB 149 

88. Conversation. Turn the class into a Library Club. 
Let a pupil preside. Members will rise and address the 
chairman to get permission to speak. A member would 
say, "Mr. Chairman, may I have the floor?" When the 
chairman says his name or nods permission, he should 
then come to the front of the room and speak to the class. 

The chairman opens the meeting by calling the club to 
order and stating that the business of the meeting is to 
receive suggestions for a name for the Library Club. 

Each member will then get permission to speak and 
suggest some name. Another pupil, appointed secretary 
by the chairman, will copy these suggestions on the 
board as they are made. 

The suggestions will remain on the board until the 
next day. 

89. A Pronunciation Game. To get good tone close 
the lips and hum m. Then open the lips and continue 
humming. 

A Talk to the Class : A Symposium. Each pupil will pick 
out from the list on the board the name he likes best 
and tell three reasons why he wants it. 

Voting for the Best. After all the pupils have spoken, 
you will record on separate sheets of paper (ballots) 
the name that you want for the club. You will vote for 
the name in favor of which the best speeches were made. 

90. Writing a Letter. Write a letter to another class. 
Tell them about the Library Club and ask them to exchange 
six books with your class. Make two paragraphs. 

The best letter will be sent. 

BOL. EL. EV. ENG. II 



PROJECT XXX. MAKING AN ANIMAL DAY 
PROGRAM 

91. "Who's Who" in Animal Land. Did you evei 
count how many animals you know? You do not 
really know an animal until you can close your eyes 
and see it, or until you can tell what it looks like and how 
it acts. 

In the following description what part tells how the 
beaver acts? What shows how he looks? 




"Yes, I know the beaver," said Mary. "He is the fellow 
that cuts down trees with his teeth, and builds a dam of timber, 
mud, and sticks across a stream, to make a pond, in the middle 
of which he builds his house." 

John Monteith: Some Useful Animals 
Remember: There are two ways to describe. One way tells 
the appearance, or looks. The other way tells the actions, 
or behavior. 
Making a Class Description. Look at the picture of the 
beaver. In class make up a description of his looks. 
Begin, "Yes, I know the beaver. He is — — ." 

Copy the best sentences on the board as a paragraph. 
Dictation. Copy the description of the beaver's looks. 
150 



DESCRIPTION OF AN ANIMAL 151 

92. Making an Outline. Look at the following words 
and see whether you can group them under two heads : 

lion cow sheep wildcat chicken dog tiger 

Under the two main topics write the names of all the 
animals the class can suggest. Get as many names as 
there are pupils in class. 

Copy the names of the animals in alphabetical order 
as subtopics under the two main topics : Wild Animals 
We Have Known and Tame Animals We Have Known. 

93. Conversation. Talk about the size, shape, color, 
and any other peculiarity of each animal. What is the 
most noticeable thing about each animal? Talk about 
each animal's looks and behavior. 

A Word Game. Write down all the words you can 
think of for different colors. Copy them on the board. 
a 94. A Pronunciation Game. Write the words on six- 
^* pointed stars and pronounce them carefully. Make 
up sentences to show the difference in pronouncing wk 
and w. In sounding wh form the h sound first, as if 
blowing a feather (hwdl, not wal). 

1. whale, wail 3. whey, weigh, way 5. whet, wet 

2. where, wear 4. whir, were 6. whoa, woe 

A Talk to the Class. Pretend to be at a circus parade 
or an animal fair. Write the names of the animals in 
the outline on slips of paper and let each pupil draw a 
slip from a hat. Keep secret the name of the animal 
you draw. Pretend to be that animal. Tell what you 
look like and how you act. Begin : "I am ..." 



152 SUBJECT AND PREDICATE 

Handwork. Outside of class draw and color a picture 
of the animal you represent. Show it to the class when 
you finish speaking. 

Voting for the Best. Stand the pictures on the black- 
board ledge and vote for the one for which you think 
the best description was given. 

95. The Two Parts of a Sentence. Which words are 
talked about in the following sentences? 

1. The eagle builds its nest on rocky crags. 

2. The dog is a faithful friend of man. 

3. Some chickens lay eggs. 

4. A horse knows the road in the dark. 

5. The wolf crept slowly towards its prey. 

6. The canary was a beautiful golden color. 

7. A wildcat was hidden in the thicket. 

8. The lion is the king of beasts. 

9. Some tigers are called "man eaters." 
10. The hyena is a most repulsive animal. 

The second word in each sentence is talked about. 
Each of these words is the subject of the sentence. 

What is said about each subject word ? This is called 
the 



Subject Predicate 

The eagle builds its nest on rocky crags. 

Remember: Every sentence has two parts: (/) something 
talked about, called the subject, and (2) what is said of 
the subject, called the predicate. 

Making Up Sentences. Change the ten sentences above 
into questions that can be answered by the. subjects. 



AN UNFINISHED STORY 153 

Then make up answers in which you use your own words 
rather than the original words. 

1. The eagle builds its nest on rocky crags. 

a. What builds its nest on rocky crags ? 

b. The eagle makes its home on high rocks. 

Copying Sentences. Copy the ten sentences, dividing 
each into the two parts, subject and predicate, by draw- 
ing a vertical line ; as, Some chickens | lay eggs. 

96. An Unfinished Story. Here is a story for you to 
finish. Talk about it in class. Be ready to tell where 
you think it happened, who were there, and what they did. 

Just then some one shouted, "There's a dog! There's a 
dog ! He's on an ice cake ! " 

Peter and Polly looked. Yes, there was a small black puppy. 
He was on a large cake of ice. He was floating down the river 
toward the dam. 

"That will never do," cried Mr. Howe. "He must not go 
over the dam." 

Rose Lucia : Peter and Polly in Spring 

Could Peter and Mr. Howe reach the puppy before he 
drifted to the dam? How? Might they try to save 
him at the dam? How? How else might they try to 
save him ? What things might they get to help them ? 

97. Writing a Story. Copy the story begun on this 
page. Finish it by telling in one paragraph what you 
think Peter and Mr. Howe did to save the puppy. 

Criticizing the Story. Read the stories aloud in class. 
Be ready to tell which you think has the best rescue in 
it. Make up a title. 



154 WORD PICTURES OF ANIMALS 

98. Conversation. How would you fill in the blank in 
the following description ? 

The river flowed quite near the road. When he had gone a 
few steps, Peter began to watch it. He saw something swim- 
ming close to the bank. Was it a ? 

"Oh, what is that?" said he to himself. "I must see ! I 
must see!" 

Rose Lucia : Peter and Polly in Spring 

Suppose Peter had been in Africa, what might he see 
swimming in the Nile River? Suppose he were in the 
North Frigid Zone, or in the Torrid Zone, what might 
this swimming creature be ? 

Notice that animals change with locality. 

Making an Outline. Make a list of animals that Peter 
might see in each of the six continents. Consult your 
geography. If you want to find a description of any 
animal, where should you look? 

99. Making Word Pictures of Animals. Let us suppose 
that Peter really lived in the country not far from you. 
Now what might this swimming creature be? Why 
might it be in the water ? 

Look again at the picture and the description of the 
beaver on page 150. We are now going to draw a pic- 
ture of this other animal by telling its looks, not its be- 
havior. Which of the following would you give? 

1. Size. 2. Shape. 3. Color. 4. Way it eats. 5. Way it lives. 

A Blackboard Class Outline. Copy on the board the 
names of animals that might be swimming in the river. 



AN ANIMAL DAY PROGRAM 



155 



Under each name, put an outline of size, shape, and 
color. Talk about other things that would help you to 
recognize the animal. 

^ Horn Game. Open the mouth wider in pronounc- 
ing each successive word : loon, lone, lore. ■*! *!■ 

100. Talks: Giving an Animal Day Program. For the 
circus parade and animal fair, place the drawings of the 
animals along the blackboard ledge. The pupil who gave 
the best talk on that part of the work will be selected 
to describe how the work was done, and tell the names 
of the animals from the exhibit. 

The "Riddle to Guess" will prepare for the talk out- 
lined at the top of this page. Each pupil will speak, and 
at the close of his talk the class will guess the name of 
the animal he has described. 




PROGRAM 

A CIRCUS DAY PARADE AND EXHIBIT OF DRAWINGS (Page 152) One pupil 
HOW THE DOG WAS SAVED (Page 154) . Three best stories read aloud 
AN ANIMAL FAIR AND EXHIBIT OF DRAWINGS (Page 151) . One pupil 
A RIDDLE TO GUESS: READING OF "WHAT PETER SAW" (Page 154) 

One pupil 
TALKS: DESCRIPTIONS OF A SWIMMING ANIMAL .... The class 
voting FOR THE BEST The class will select the best talk 



H PROJECT XXXI. CHOOSING A NATIONAL f jj 
^^ EMBLEM 

101. Personification. We shall play that our country 
is a great queen who will have four attendants and a 
shield with an emblem on it. When we think of some- 
thing like land, water, or rock as if it were alive, we 
personify it and write its name with a capital letter. 
We may personify our country, representing it as "The 
Goddess of Liberty." 

Why has this name been given to our country ? What 
name has been taken from the discoverer of our country ? 

Conversation. Next we shall select four great men 
from American history to be her attendants. Talk 
about the following. How did each serve his country? 



Ulysses S. Grant. 6. William Penn. 

Paul Revere. 7. Abraham Lincoln. 

Thomas Jefferson. 8. Daniel Boone. 

Patrick Henry. 9. James Monroe. 

George Washington. 10. Benjamin Franklin. 



k^ 102. Pronunciation Game. Write five words in final 
" ing on the board. Move one space to the right and 
pronounce your neighbor's words. 

A Talk to the Class. Make a speech in favor of four 
of the great men given above. Give a reason for each. 
Use because. 

Counting Votes. A pupil will keep the record on the 
board; as, Thomas Jefferson THJ/. Each time a pupil 
proposes a name it is marked down. Add the votes on 
the board to see which four are chosen. 
156 



UNITY, OR STICKING TO THE TOPIC 157 

103. Sticking to the Topic. What are the following sen- 
tences about? 

1 How different young Abe Lincoln looked from the boys of 
to-day ! 2 At ten years of age he was a tall, awkward, long- 
■ legged youth, dressed like a pioneer. 3 He wore a shirt of 
coarse homespun, a hunting shirt of deerskin, and deerskin 
leggings and breeches. 4 It is not difficult to learn to swim. 
5 Homemade moccasins were on his feet. 6 A coonskin cap 
fitted closely on his head, with the tail of the animal hanging 
down the back as an ornament. 

Which sentence has nothing to do with the appearance 
of Lincoln? Show that each of the other sentences 
describes his looks. 

In a paragraph every sentence should add to the main 
thought, so that it does not spoil the one-ness, or unity, 
of the paragraph. Unity is sticking to the topic. The 
sentence about swimming is not about the topic, and 
therefore spoils the unity of the paragraph. 

Remember: In writing or speaking stick closely to the topic. 

A Blackboard Class Outline. Which sentence should you 
select as giving the topic of the paragraph? That is 
called the topic sentence. Condense the other sentences 
as subtopics under it. 

Which has nothing to do with the topic? Run a line 
through it in your outline. 

104. Conversation. What might be suitable for our 
country's emblem? what flower? what plant? what 
tree? what animal? Talk about the advantages and 
the disadvantages of each. 



i5§ 



OUTLINE 



A Blackboard Class Outline. Copy on the board under 
the words Trees, Flowers, and Animals, all the names 
suggested. Then arrange the words in alphabetical order. 

Write on a slip of paper the word tree, flower, or animal, 
according to your opinion as to which kind of thing is 
most suitable for the emblem. 

105. Study of a Poem. Here is a beautiful poem that 
sings the praises of Indian corn as Columbia's emblem. 
It is part of the third stanza. 

The rose may bloom for England, 

The lily for France unfold ; 
Ireland may honor the shamrock, 

Scotland her thistle bold ; 
But the shield of the great Republic, 

The glory of the West, 
Shall bear a stalk of the tasseled Corn — 

The sun's supreme bequest ! 

Edna Dean Proctor : Columbia's Emblem 

What emblems have other countries chosen? Do you 
think these are good? Why? In what way would 
this emblem of Columbia be better than theirs? What 
is meant by "glory of the West" and "sun's supreme 
bequest"? Find the emblems in the pictures. 

Copying and Handwork. Draw a shield. Copy this 
stanza on it. Memorize the stanza. Draw stalks of 
Indian corn on the shield. 

106. How to Write Quotations. How do quotation 
marks help you in reading the following sentences ? What 
do they tell? In reading each sentence aloud, what 




QUOTATIONS i S9 

mark tells you where to pause slightly? Where is it 
placed ? 

i. John Bull said, "The rose shall bloom for me." 

2. Paddy O'Hare said, "The shamrock 'tis I honor." 

3. Angus Macdonald said, "The thistle bold for me!" 

4. Pierre de Lafayette said, "The lily unfolds for me." 

5. Uncle Sam said, "My emblem is the corn." 

For what countries do these names of speakers stand? 
How do you know? Be ready to go to the board and 
draw each country's emblem. 

Remember: When you write exactly what somebody else has 
said you must have quotation marks at the beginning 
and at the end. 
A comma is always used before a short quotation. 

A Sentence Match. For directions see page 52. 

(a) does, did, has done (c) freezes, froze, has frozen 

(b) is, was, has been (d) breaks, broke, has broken 

107. Choosing a National Emblem. The class has now 
chosen a tree, a flower, or an animal to be the emblem. 
You must decide which flower, which tree, or which animal 
to have. The way to do this is to collect all the candi- 
dates you can think of, talk them over, and vote for the 
one you want. 

A Blackboard Class Outline of Reasons. As the class sug- 
gest different names, copy them on the board in outline 
form. Give reasons for and against each name. Put 
these down as subtopics. 



160 MAKING A PARODY 

I. Buffalo 

A . For : Associated with pioneer history 

B. Against: Nearly all killed off 

a 108. A Pronunciation Game. Write other words with 
*** the same sounds as pale, eve, ice, old, and use. 

A Talk to the Class. Give three reasons in favor of the 
emblem you want. 

After the speeches are made, cast a ballot for the em- 
blem for which the best speeches were made. 

109. Making a Parody. When you use the same form 
of the stanza, the same riming lines, and the same melody 
of the verse, with other ideas and other words, you make 
a parody of the poem or song. 

The arbutus and the goldenrod 

The heart of the North may cheer, 
And the mountain laurel for Maryland 

Its royal clusters rear, 
And jasmine and magnolia 

The crest of the South adorn ; 
But the wide Republic's emblem 

Is the bounteous, golden Corn ! 

Edna Dean Proctor: Columbia's Emblem 

Compose in class other words for these lines, each 
member making suggestions. Praise the emblem you 
have chosen. Copy the parody on the board. 

no. Making a National Emblem. Make a large shield. 
Print the name you have given our country. Under it 
put the names of the four attendants. Decorate the 
shield with the emblem. Copy the parody on the shield. 



PROJECT XXXII. PRESENTING A NATIONAL E 
PAGEANT 

in. Planning a Pageant. A pageant is described in 
Webster's dictionary as "a stately or showy parade, 
often with floats, devised for public entertainment and 
in celebration of an event or in honor of a person." 

You have chosen a national emblem for America in 
Project xxxi. Suppose you now arrange a pageant 
around that work. Who were the principal characters? 

But there should be more characters than these, to make 
a "stately or showy parade." In olden times who went 
ahead and announced the coming of the great person? 

What showy thing could Columbia bring with her? 
Who in olden times held aloft the great banner or 
shield ? 

Costumes for a school pageant must be easy to make. 
How could Columbia be dressed to show that she repre- 
sents America? What might the attendants wear to 
show when they lived, or who they are, or what they 
did ? What could you put on the great shield to be held 
aloft in the parade ? Of what could the shield be made ? 
Could colors be used on it? How large should it be? 
Why? 

Handwork. Let three pupils volunteer to make the 
shield according to the suggestions of the class. This 
will be done outside of class. 

112. A Pronunciation Game. Write a word in each 
space. Pronounce the words up and down, across, 
and diagonally. Go the rounds. 

161 



1 62 WRITING A SERIES 

hoist (not "hist") carriage (not "kerridge") 

your (not "yore") obedient (not "obejent") 

again (not "agin") government (not "goverment") 

/talian (not " eye-talian ") pumpkin (not "punk'n") 
piano (not "pie-anner") 

A Talk to the Class. Let pupils volunteer to serve on 
three committees to tell : (i) how characters should be 
dressed, (2) how the classroom should be decorated for 
a national pageant, and (3) how the shield should be 
made. 

113. Writing Sentences in a Series. Outline the three 
things mentioned in each of the following sentences. 
This makes a series. How is it punctuated ? 

1. Uncle Sam wears striped trousers, a starred coat, and a 

pointed hat. 

2. Columbia wears a liberty cap, a white dress, and a flag 

around her shoulders. 

Remember: Separate the words of a series by commas. 

Writing Sentences. Complete the following sentences. 
Tell three things in a series for each. 

1. Daniel Boone wears . 

2. George Washington wears . 

3. Abraham Lincoln wears . 

4. Ulysses S. Grant wears . 

How do you punctuate these sentences ? 
. Writing a Letter from Dictation. Copy a letter of invita- 
tion to your principal to come to the pageant, as the 
teacher dictates it. The best letter will be sent. 



PLANNING A PAGEANT 163 

114. Outline of a Pageant. It is necessary to know 
not only the characters, costumes, and decorations for a 
pageant, but how these characters will act and what they 
will say. 

Here is the outline of a pageant that gives the actions 
and the speeches of the characters. You need not follow 
the exact language, but give the thought in your own 
words. 

America's Emblem 
Characters 

[Fill in her name] . . , personifying America 

A Herald 

Four attendants (See page 156.) 

.... [Fill in] , a great American 

, a great American 

, a great American 

, a great American 

First page, carrying the shield 
Second page, on his right 
Third page, on his left 

{Enter Herald from the corridor ; goes to the right of stage.) 

Herald. Ye ho ! Ye ho! Columbia approaches ! 
Rise and salute, as she draws nigh. 

{The Class rise and stand in salute as the procession enters 
from the corridor: Columbia walking alone, four Attendants, 
walking in twos, a Page carrying the shield, with a Page on 
his right, and a Page on his left. They take positions on the 
stage according to the diagram on page 165.) 

The Class {saluting). [Give the flag salute, page 1.] 



1 64 PLANNING A PAGEANT 

Columbia (rising). I thank you for your loyal salute. 

(The Class sit down.) I have lived through many years 
of history, but have always found my people loyal and brave. 

I was born .... [Tell when] I have lived through .... 

[Fill in number] .... wars. We have just now come out of 
what we pray will be the last great war. Your work is to live 
right and serve your country. My attendants will now tell 
you what they did for their country in the past. (Columbia 
sits down.) 

First Attendant (coming to the front). I am .... [Tell who] 

.... I lived .... [Tell when] I served my country by 

.... [Tell what he did] (Goes to his place.) 

Second Attendant (coming to the front). I am .... [Tell who] 

.... I lived .... [Tell when] I served my country by 

.... [Tell what he did] (Goes to his place.) 

Third Attendant (coming to the front). I am .... [Tell who] 

.... I lived .... [Tell when] I served my country by 

.... [Tell what he did] (Goes to his place.) 

Fourth Attendant (coming to the front). I am .... [Tell who] 

.... I lived .... [Tell when] I served my country by 

.... [Tell what he did] (Goes to his place.) 

Columbia. And what is the emblem of our country? 

First Page (stepping forward with the shield). We have 

chosen .... [Tell which tree, flower, or animal] We 

chose this because . . . .[Give three reasons, page 160.] 

(First Page returns to his place.) 

Second Page (stepping forward). We learned a beautiful 
poem called "Columbia's Emblem.". .. .[Quote the stanzas 
on pages 158 and 160.] (Second Page returns to his place.) 

Third Page (stepping forward). We liked the last part of the 
poem so well that we made a parody of it in honor of the 
emblem we chose for our country : . . . . [Quote parody, page 
160.] (Third Page returns to his place.) 



COMPOSING SPEECHES IN CLASS 



165 



Herald (producing an American Hag). Rise, all you people, 
and hear "A Song for Our Flag.". . . .[Recite "A Song for 
Our Flag" on page 105.]. . . .What pledge will you now make 
for our great land and our great language ? 

The Class {rising) [Recite the Language Pledge on page 

104.] .... (The Class sit down.) 

(Procession from the stage: Herald, Columbia, Attendants, 
Pages) 




Composing Speeches in Class. Make up the speeches for 
the pageant. Practice saying them different ways. 

115. Playing the Pageant. Choose characters and prac- 
tice the pageant after school. Present it in a class 
period or at the opening exercises. 

116. Writing a Paragraph. Write the speech of one of 
the attendants. 

BOL. EL. EV. ENG. 12 



1 66 A GRAMMAR GAME 

A Grammar Game : Isn't, not " ain't." A pupil goes out 
of the room while the class choose a word. When he 
returns, the teacher says, "We've thought of a word that 
rimes with cat" The pupil goes the rounds asking, 
"Is it fat?" ("It isn't fat.") etc., until the word is 
guessed. 

117. Conversation: Pro and Con, or For and Against. 
Tell where the play was good. Tell where it could be 
improved. 

js 118. A Breathing Game. Practice taking good full 

■ breaths. Rise, and while your teacher counts five, 

slowly raise the arms at the side, breathing in deeply. 

Exhale, and lower the arms slowly, while she counts five. 

Repeat five times. 

A Talk to the Class. Tell the class your opinion of the 
play. Give reasons for what you say. 

119. Writing a Letter. Write a letter to a friend in 
another school, telling about your pageant. Have three 
paragraphs : (1) where, when, and what was given ; who 
took part ; (2) your opinion of the pageant ; and (3) 
why a pageant should be given in your friend's school. 

Correct the letter : 1 . Is the form of the letter right ? 
Look at the model on page 28. 2. How can you improve 
your handwriting? 3. Have you paragraphed correctly ? 
Have you misspelled any words or used the same word 
too often? 

Copy the corrected letter on writing paper and send it. 

120. Handwork and Copying. Draw a shield and em- 
blem and copy the parody to inclose with your letter. 



HI PROJECT XXXIII. PLANNING A GARDEN W5& 

T2i. Learning to Plan Definitely. In spring we prepare 
our gardens for a busy season of bloom. In the fall 
we prepare the same gardens for a rest period during 
the winter. We should know just how large the garden 
is. Let us not guess, but measure carefully. We should 
know just what we want to plant in it, what vegetables 
and what flowers. We should know how we can enrich 
the soil and prepare it for a good season. We should 
have our tools in good shape. Talk about these. 

Making a Report. Find out how many feet long and 
wide your garden is. Make a list of what you raised 
in the garden last year, and of what you wish to have 
the coming year. Make a list of your tools. 

For subdivisions use the following : 

I 

A 

a 122. An Enunciation Game. Pronounce quickly and 
clearly : 

saw say sigh so see 

Rearrange the words in a different order and pronounce 
them. 

A Talk to the Class. Tell what you expect to do to 
get your garden ready for spring (or winter). Come to 
the front of the room. Stand away from the desk. 
Make yourself heard in the back seats. 

Could the speaker be heard? Was every remark to 
the point? Did he use too many and's ? 
•167 



1 68 STUDY OF A POEM 

123. Study of a Poem. The people of Holland have 
always loved flowers. What do you like best in this 
poem about a Dutch garden ? 

A Little Dutch Garden 




1 1 passed by a garden, a little Dutch garden, 
Where useful and pretty things grew ; 
Heartsease and tomatoes, and pinks and potatoes, 
And lilies and onions and rue. 

2 1 saw in that garden, that little Dutch garden, 
A chubby Dutch man with a spade ; 
And a rosy Dutch frau with a shoe like a scow, 
And a flaxen-haired little Dutch maid. 

3 There grew in that garden, that little Dutch garden, 

Blue flag flowers lovely and tall ; 
And early blush roses, and little pink posies, 
And Gretchen was fairer than all. 

4 My heart's in that garden, that little Dutch garden, 

It tumbled right in as I passed, 
'Mid 'wildering mazes of spinach and daisies, 
And Gretchen is holding it fast. 

Harriet Durban 

What "useful things" were raised in this garden? 
What "pretty things" were raised? Give other names 
to these. 



ANTONYMS 169 

What describing words are used in the poem? Make 
a list of them. 

What are the meanings of heartsease \ rue l , scow 2 , 
and maze*} Where can you find definitions of these 
words? Write the words alphabetically on the 
board. 

124. Handwork, Copying, and Memorizing. Draw a pic- 
ture to illustrate the stanza you like best. Copy the 
stanza below it. Memorize it. 

125. Words that Mean Opposites. We have words that 
mean opposites ; as, hot and cold. These words are called 
antonyms. It is well to learn as many antonyms as 
we can, because they help us to use the exact word for 
the idea. 

Remember: Words that mean the opposite of each other are 
called antonyms. 

Writing Antonyms. Fill in the antonyms in the follow- 
ing sentences. Notice that but introduces an opposite 
idea. 

1. Yesterday was hot, but to-day is . 

2. My dress is dry, but my feet are . 

3. Mary was punctual, but Alfred was . 

4. You do not turn to the right. You turn to the . 

5. This tool is sharp enough for the garden. That one is too 

6. In the front I planted marigolds, but in the I put asters. 

7. This watering can is empty, but that one is . 

8. The leaf of this plant is smooth, but see how that 

one is. 



170 HOW TO WRITE A PARAGRAPH 

126. The Topic of a Paragraph. Read the following se- 
lection and be ready to tell why it is written in two 
paragraphs. 

1 Earthworms were the first plows. They plowed with their 
sharp, gimlet noses and invisible feet long before the Egyptians 
used pigs for plows. Even now they often throw up, in one 
summer, a quart of rich soil on every square foot of a large 
garden. They do more than this. By burrowing under large 
stones they help them to sink below the reach of the farmer's 
plow. We are told, moreover, that the ruins of ancient cities 
were buried in this way by earthworms. 

2 So we must feel thankful to these humble and despised 

crawling creatures. They have made the earth's surface rich 

and smooth. They have prepared the earth for plants, animals, 

and men. All the soil that makes plants grow has passed 

through their little bodies. Without the earthworms there 

would be few trees, and no grain, no fruit, no animals of the 

land, and no men. T _. _, TT , , . . , 

John Monteith : Some Useful Animals 

How do the earthworms act as plows? What helpful 
things have they done? Why would there be no grain 
without earthworms? What instruments and tools are 
needed in gardening besides a plow ? 

What experiences have you had with earthworms 
outside of gardens? Tell about one of them. 

The first paragraph tells how it is true that earthworms 
were the first plows. It explains. 

The second paragraph does not explain about earth- 
worms as plows, but takes up a new topic. This new 
topic is, "We must be thankful to these earthworms." 
The second paragraph gives reasons. 



PROPER FORM OF A BUSINESS LETTER 



171 



Remember: Whenever we change the main topic in writing, 
we must make a new paragraph. 
A paragraph is always indented. 

127. The Proper Form of a Business Letter. Which of the 
following letters do you think is better? Why? 



0) 


(b) 


31 Orange Street 


Titusville 


Los Angeles, Calif. 


March 31, 1921 


March 31, 1921 

The Acme Seed Company- 
San Francisco, Calif. 

Dear Sirs : 


The Akme Seed Co 

Send me your seed 
katalog at once 

Amos Westley 


Please send me your latest seed 




catalogue. 




Very truly yours, 




Andrew Thornbury 





The letter on the left is good because it has the proper 
heading, address, salutation, body, complimentary close, 
and signature. Point these out. The clerk at the seed 
store knows exactly how to address the catalogue of seeds. 
The letter on the left is also polite in its wording. 

Find five things that are wrong in the letter on the 
right. 

Remember: A business letter should give the name and address 
of the person to whom the letter is sent. 
The salutation should be followed by a colon. 

Copy Amos Westley's letter in correct form. 



172 FINDING TOPICS 

Finding Topics of Paragraphs. Turn to a selection in 
your reader and find the topics of the paragraphs. 

128. Writing a Letter. Find an advertisement for seeds 
and write to the firm for a catalogue. The best letter 
will be sent. 

A Word Exercise. Make lists of (1) vegetables, (2) 
flowers, and (J) tools that you would like for a garden. 
Then write the words on the board under three heads, 
alphabetically arranged. 

129. An Expression Game. It is very monotonous to 
hear people always talking in one key. Practice saying 
the following sentences, each time emphasizing a different 
word : 

What did you eat ? What did you eat ? What did you eat ? 
What did you eat ? 

A Talk to the Class. Tell the class, first, what flowers 
or vegetables you would like to have in your garden, 
and, second, what tools you would need. 

130. Handwork. Draw a plan of the way you would 
like to lay out your garden. Mark dimensions on it. 
Put in the names of the vegetables and flowers where 
you want them planted. Write your list of garden helps 
at the bottom. 

Stand the garden plans on the blackboard ledge and 
file past them, so that you can look at each one carefully. 
Observe which one is best. Write the name on a slip 
of paper. Collect the ballots and count the votes. 

The best plan will be exhibited on the wall. 



W PROJECT XXXIV. PLANNING A PROGRAM ~W~ 

131. Conversation. Where is the joke in the following 
story ? It was told by Charles Darwin, the great scientist, 
in the account of his life. 

A False Friend 

I must have been a very simple little fellow when I first went to 
school. A boy of the name of Garnett took me into a cake shop 
one day, and bought some cakes for which he did not pay, as 
the shop man trusted him. When we came out I asked him 
why he did not pay for them. He instantly answered, "Why," 
do you not know that my uncle left a great sum of money to 
the town on condition that every tradesman should give what- 
ever was wanted, without payment, to any one who wore his old 
hat and moved it in a peculiar manner?" And he then showed 
me how it was moved. 

He then went into another shop where he was trusted, and 
asked for some small article, moving his hat in the proper 
manner, and of course obtained it without payment. When we 
came out he said : 

"Now if you like to go by yourself into that cake shop I will 
lend you my hat, and you can get whatever you like if you move 
the hat on your head properly." 

I gladly accepted the generous offer, and went in and asked for 
some cakes, moved the old hat and was walking out of the shop, 
when the shop man made a rush at me. I dropped the cakes 
and ran for dear life, and was astonished by being greeted with 
shouts of laughter by my false friend Garnett. 

Charles Darwin 

Who are in this story? When and where did it take 
place? What different things happened? Why was 
Garnett called "a false friend"? Was this a kind joke? 

173 



174 AN UNFINISHED STORY 

Tell an April Fool joke that is really funny. 

132. Planning a Story. Here are several unfinished 
stories. Fill in the blanks with your own ideas. Talk 
about the questions in the blanks, and how to expand the 
topics in (c). 

(a) A St. Patrick's Day Story 
Larry lived in .... [Where ?] . . . One day he dreamed that 
happiness would come when he found "three worlds of work, 

play, and love all in one." So Larry . . . .[Did what?] 

Whenever he asked people to tell him where the worlds were, 

they ....[Said what?] He found the world of work. 

He found the world of play. But the third world he could not 

find. Weary, he came back to his .... [What ?] There 

his .... [Who ?].... welcomed him with joy. In the love of 
his .... [Who ?].... he found the third world. It was .... 

[Where?] He found "three worlds all in one" growing 

right at the doorstep of his home. They were the little .... 
[What ?] . . . plant. And the three worlds were .... [What ?].... 

(b) A Halloween or April Fool Story 

, [Who?], , and , three children, wanted to play 

a trick on ... . [Whom ?] They went to ... . [Where ?] 

They found a fine yellow .... [What ?•].... and hid it .... 

[Where ?] Then they [Did what ?] When it was 

quite dark, they .... [Did what ?] [Who ?]...., on 

whom they played the joke, thought it was .... [What ?] 

(c) Expanding a Topic 

1. On Halloween I had an exciting adventure. 

2. My favorite hero is 

3. I found a pocketbook on the street yesterday. 

4. My dog is very intelligent. 



RIDDLES 175 

133. A Hu mm i n g Game. To make a good tone hum 
m-m-m with the lips closed. Then open the lips, but 
continue humming. 

A Talk to the Class. Tell one of the stories that you 
have talked about on the opposite page. 

134. Writing a Story. Write your story in one para- 
graph. Be careful of your penmanship, margin, indention, 
and spelling. Punctuate the sentences correctly. 

Playing a Story. Act one of the stories on page 1 74. 
; 135. Guessing Riddles. A riddle is a puzzle in words. 
It says something that sounds as if it could not be true, 
and yet it is true. 

Riddle. What goes up and down and never 

touches sky or ground? 
Answer. A pump handle. 

Draw the answer to the following riddle. Show that 
it is true, even though it sounds impossible. 

Who Am I? 

My face is as round as yours, little girl, 

But I have no eyes to see. 
My hands are busy the livelong day, 

As busy as they can be. 
Sometimes I speak that you may know 

How fast the hours and minutes go. 

Making Riddles. Make up a riddle for the class to 
guess. Call it "What is it?" Begin "It's — ," as, 

"It's something we have for breakfast to eat, 
It's shaped as a head, but it has no feet ! " 
What is it? [An egg !] 




176 CORRECT USE OF WORDS 

136. Seeing the Truth in Statements. Are the following 

statements true ? 

It is not what we earn, but what we save, that makes us rich. 
It is not what we eat, but what we digest, that makes us strong. 
It is not what we read, but what we remember, that makes us 
wise. 

Show that a man might earn a big salary, and yet be 
poor. Tell about two good ways to save. 

Show that a boy might read one hundred books a year 
and not be wise. What is a good way to read? What 
is a poor way to read ? 

Show that a girl might eat as much food as a man and 
yet not be strong. Tell about good ways to exercise. 
a 137. A Pronunciation Game. When sh comes before 
v r be sure to sound it fully. Say " shrill " (not " srill ") . 
shriek shrink shrank shrunk shrill shrub 

A Talk to the Class. Tell what you think is the best 
way (1) to save, (2) to exercise, (j) to read a book, or (4) 
to become healthy. 

138. The Correct Use of Words. What is the difference 
between its and it's, and who's and whose in the following ? 

1. It's true that the dog hurt its foot. 

2. Whose box is this ? Who 's to look after the lunch boxes? 

1. It's stands for it is. Who's stands for who is. The 
apostrophe marks the omission of the letter i. 

2. To like means to be fond of. To love means to 
have a deep feeling for. You like ice cream, but you love 
your mother. 



ITS, IT'S, WHOSE, AND WHO'S 177 

3. It is better to use much instead of lot or lots. Say 
" There is much fun in swimming" (not " There is lots of 
fun in swimming "). 

4. Do not use of carelessly for have. Say " He would 
have gone " (not " He would of gone "). 

5. Say rather instead of " kind of," " sort of," or 
"kindy" ; as, "I rather like it" (not "I kind of like it"). 

6. Say beside not " side of " ; as, " He sat beside Tom " 
(not " He sat side of Tom "). 

Make a poster. Print " Do you use these words cor- 
rectly?" at the top. Then write ten sentences using 
these forms correctly. The best poster will be exhibited. 

139. Dictation. Copy the sentences on page 176. The 
teacher will contract it is to it's. 

An Enunciation Drill. Repeat the sentences on page 169, 
carefully enunciating the words in the blanks. 

140. An April Fool or Halloween Program. The follow- 
ing program gives a good chance for you to show your 
teacher how much you have improved in speaking to the 
class. Each pupil will speak twice. Therefore, there is 
a fine opportunity to make your second talk better than 
the first. 



A RIDDLE: WHO AM I? (Page 175) A pupil 

ASKING riddles (Page 175) The class 

A READING. THE JOKE ON DARWIN (Page 173) . A pup 

STORIES RETOLD (Page 174) The class 

EXHIBIT: DRAWING TO ILLUSTRATE THE RIDDLE (Page 175) 





PROJECT XXXV. FORMING A "CLEAN-UP 
CLUB " 



141. Conversation. When your fathers and mothers 
were boys and girls, people began to take pride in keep- 
ing the streets clean. In the city of New York the street- 
cleaning department became famous. The sweepers 
were called "White Wings" because they Wore white 
uniforms at their work. The school children formed 
clubs to help the White Wings clean up. Here is a report 
written by a school boy to the head of the street-cleaning 
department. 

Dear Sir : 

On my way to school the other morning I saw a boy throwing 
a banana skin in the street. I told him that some one might 
slip on it and break a leg, and he promised not to do it again. 
On my way home I picked up five other banana skins and seven 
orange peels. In a vacant lot I found three bottles and five 
tin cans. 

Yours truly, 

Antonio Moretti 

Let us form the class into a club (the White Wings 
Club) and for the next two weeks do what we can to clean 
up ourselves, our homes, and our city. Read the cam- 
paign song on page 76. 

Finding Out Something. Where are there vacant lots 
with rubbish on them? How can we clean these up? 
What does "keeping ourselves clean" mean? What 
must we do to keep our homes clean ? our city clean ? 
178 



CONVERSATION AND PICTURE STUDY 



179 



142. First Aids in Clean-up Work. There is a proverb 
that says, "Charity begins at home." This proverb is 
true of Clean-up Week. It not only begins at home, but 
it begins with yourself, with your own body and clothes. 

How do the following "first aids" help in keeping your- 
self clean ? What is the right way to use each of these ? 
What is the wrong way to use them ? 




How do the following "first aids" help in keeping your 
room and home clean ? What is the right way to use 
each of these ? What is the wrong way to use them ? 




How do the following "first aids" help in keeping your 
yard and street clean ? What is the right way to use each 
of these ? What is the wrong way to use them ? 




180 HOMONYMS 

pffl 143. Pronunciation Game. Do not sound th as t or d. 

then (not "den") whether (not "wedder") 

other (not "odder") partner (not "pardner") 

those (not "doze") iAousand (not "tousand") 

with (not "wid") farmer (not "fahder") 

aJMetics (not "atletics") 

A Talk to the Class. Tell the right way to do one of 
the following things. Tell one thing not to do. 



I. 


Brush the teeth. 


7- 


Clean blackboards. 


2. 


Keep the hands clean. 


8. 


Take out spots in clothes. 


3- 


Shampoo the hair. 


9- 


Clean a bureau. 


4. 


Keep the clothing clean. 


10. 


Clean a desk. 


5- 


Clean muddy shoes. 


n. 


Clean windows. 


6. 


Dust a room. 


12. 


Wash dishes. 



144. Homonyms. Here is a little riddle: "What is 
the greatest surgical operation on record?" The answer 
is "Lansing, Michigan." The humor here is caused by 
having two words that sound alike, but have different 
meanings ; as, Lansing and lancing. 

Such words are called homonyms. Although homonyms 
sound alike, they are spelled differently. 

Remember: Words that sound alike, but have different mean- 
ings and are usually spelled differently, are called 
homonyms. 

A Written Exercise. Fill the right words in the follow- 
ing blanks : 

1 . We breakfast and began cleaning at . (Eight, ate) 

2. Let us the dead cat near the bush. (Berry, bury) 

3. That trash should not have in the coal . (Bin, 

been) 



BEING DEFINITE 



4. It would on you to see such waste. (Great, 

grate) 

5. He gave a at the way the weeds had . (Grown, 

groan) 

6. The has been cleaned, so that trash away. 

(Haul, hall) 

7. A of water makes King Dirt grow . (Pale, pail) 

8. At first the of the house seemed good. (Sight, 

site) 

9. they found all garbage cans. (Their, there) 

145. Being Definite in Making Reports. Which of the 
following reports is better? Why? 



(a) Ed, Tom, and I cleaned 
up a lot at the southeast 
corner of Gray and Filbert 
streets. We removed to the 
dump in our express wagons 
35 tin cans, 15 old bottles, and 
3 wagon loads of broken 
branches and old papers. 

Henry 



(b) Me and some boys 
cleaned up a vacant lot. . We 
took away a lot of tincans, 
bottles, and rubbish. It sure 
made me tired, and I wanted 
to play baseball. I like to 
play baseball better than foot- 
ball. 

Pete 



In what way is Henry's report more polite than Pete's ? 

If the president of the White Wings Club wanted a 
definite report, which of these two reports would be more 
helpful? Why? 

What does Pete's report tell that is off the subject ? 

Make up six questions that you would have to ask 
Pete to get a definite report for your club. 

Remember: A report should be definite in giving numbers, 
locations, and persons concerned. 



BOL. EL. EV. ENG. 



182 WRITING A REPORT 

Correcting a Report. Make Pete's report on page 181 
definite. Omit what is off the subject. Copy the cor- 
rected report. 

146. Conversation. What makes a yard attractive? 
What makes a yard ugly? How can you clean up your 
own yard ? What sort of trash is found in alleys and on 
vacant lots? How can you get rid of it? If the owner 
will not clean up a vacant lot, have you the right to clean 
it for him ? If you have the right, would it pay to go to 
the trouble of cleaning it ? 

Let each boy and girl serve as a committee of one to 
clean up the home grounds and pavements. 

Let the boys of the class be divided into committees 
to clean up alleys and vacant lots near the school. 

147. Writing a Report. Give definite information about 
cleaning yourself, your room, or your home. 

148. Handwork. Choose a slogan. Print it on a poster. 
Draw a suitable drawing for "Clean-up Week." Use 
in some way the pictures on page 179. 

Put up in the classroom the posters made for Clean-up 
Week. 

149. Making a Blackboard Class Outline. Under four 
main heads outline what the club did in cleaning up homes, 
alleys, streets, and vacant lots. 

^ 150. Horn Game. Open the mouth well in speaking. 
Pronounce tune, tone, tore, opening the mouth wider 
for each successive word. 

A Talk to the Class. Tell what you did personally to 
clean up your yard, pavement, street, or lot. 




i5i. Study of a Picture. How would this picture differ 
in spring and fall? What different kinds of fun could 
you have at these places? When should you like best 
to go to the chestnut grove? Why? What things can 
you do at the maple grove? What can you do at the 
amusement park that you cannot do at the groves? 
What games can you play at these places ? 

152. Conversation. If you live in a city, there are al- 
ready provided for you some parks where you can enjoy 
the beauty of outdoor life. If you live in the country, 
there are places that are just as beautiful as city parks. 
In what ways may they be more beautiful? In what 
ways would city parks be more beautiful? 

Decide which place you would like to suggest to the 
class. Think about good reasons to give for going there. 

In making your suggestion this time you need not rise, 
but remain seated," as we do when we talk in a parlor. 
• 183 



1 84 A GRAMMAR GAME 

The teacher will point to a certain aisle. Then the 
pupils sitting there will make their suggestions, one 
after another, without being called upon. 

Draw a map of the region about your city or home. 
Make it similar to the map on page 183. 

153. Right Use of Connectives. Three very useful little 
words are and, but, and because. And adds a thought ; 
but gives an opposite idea ; and because presents a reason. 
These words should be used only where they are actually 
needed. 

Remember: Do not use too many and's. 

Insert the proper connectives in the following : 

1. Betty wanted to fish, — Alice would not let her. 

2. The boys caught a fish, — the girls caught a crab. 

3. The picnic was held at the park, — it was near. 

4. The class hoped for good weather, — it was not clear. 

5. Pigs grunt, cows moo, — horses neigh. 

6. Mary cut her hand, — she held the knife carelessly. 

A Grammar Game. Doing Three Things. 

The teacher says, "John, go to the closet, get a book, 

and put it on Tom's desk. Tell what you did." The 

pupil replies, "I went to the closet, got a book, and put 

it on Tom's desk." Make up sentences about your picnic. 

o 154. A Breathing Game. See page in. 

® Making People Want to Do Things. There are four 
different things we may want to do in talking. One is to 
tell what happened. Another is to describe something. An- 
other is to explain something. A fourth is to make people 
want to do or believe something by giving good reasons. 



WRITING A LETTER 185 

You have heard many suggestions in class about where 
to go for a class walk. We shall now have talks in which 
you will try to persuade your classmates to choose to go 
where you say. 

A Talk to the Class. Tell where you would like to 
go for the class walk. Give three good reasons. 

Voting Where to Go for a Picnic Walk. A pupil will copy 
on the board the names of all the places suggested. You 
will write on a ballot the name of the place you want. 
The ballots will be counted by two pupils. 

155. Writing a Letter. Write a friendly letter to your 
principal, asking for permission to take a class walk after 
school on a certain day. Tell where you want to go. 
Give reasons why you have chosen that place. 

Correcting and Copying a Letter. Write the letter first 
on scratch paper. Correct the form by comparing it 
with the model on page 28. 

Scan each sentence to see whether it has a subject and 
a predicate. See whether it begins with a capital and 
ends with a period. 

Copy the corrected letter to hand in. 

The best letter will be sent to the principal. 

156. Conversation. What things can you see when you 
are out in a part or in the country? What things do 
you hear ? Write on the board lists of Sights and Sounds, 
as they are suggested by the class. Consider trees, insects, 
animals, weeds, and flowers. 

How must you behave so that you do not frighten 
wild creatures? 




1 86 COMPARISON OF TWO POEMS 

Spring 
The Year's at the spring 
And day's at the morn ; 
Morning's at seven ; 
The hillside's dew-pearled ; 
The lark's on the wing ; 
The snail's on the thorn : 
God's in His heaven — 
All's right with the world ! 

Robert Browning : Pippa Passes 

157. Comparing Two Poems. At the top of this page 
there is a poem entitled "Spring," written by an English 
poet. At the top of the next page there is a poem en- 
titled "Autumn," by an American poet. Talk about 
these two poems, line by line, until you are sure you know 
what each poem means. 

What other things could you speak of in a poem about 
spring? What other things should you like somebody 
to put into a poem about autumn ? 

Which poem do you like better? See how quickly 
you can learn it. Tell why you like it. 

Dictation. Copy the poem "Spring." Underline words 
with the apostrophe. Be ready to tell why it is used. 

158. Than as a Connective. Notice the use of than in 
the poem about autumn. It always connects two ideas 
that are compared. If we express ourselves briefly, as in 
saying " Mary is taller than I," we must remember that 
the second part makes a sentence, even though it is un- 
derstood — "taller than I am." After than, always use 
I, he, she, we, and they (not me, him, her, us, and them). 





WRITING ABBREVIATIONS . 187 

Autumn 
The morns are meeker than they were, 
The nuts are getting brown ; 
The berry's cheek is plumper, 
The rose is out of town. 
The maple wears a gayer scarf, 
The field a scarlet gown, 
Lest I should be old-fashioned, 
I'll put a trinket on. 

Emily Dickinson* 

Complete the following sentences. Then make up ten 
sentences using comparisons with than. 

1. Tom ran faster than — . 

2. The leaves are yellower than — . 

3. They have more enthusiasm than — . 

159. Conversation. Write down on paper all the things 
that you can think of to do outdoors. Which things 
can a boy or a girl do alone? Which games need more 
than one to play them ? How are these played ? Which 
of these games, sports, and things to do are best suited 
to the place to which you are going ? What things may 
you not do in a park? 

v^i6o. A Pronunciation Game. You have learned that 
* short vowels are marked v. Write bat, net, hit, hot, 
sup on a starfish. Pronounce the words, and then the 
vowels alone. 

A Talk to the Class. Tell what to do in the park or the 
country when you go for a class walk. Tell how to do it. 
[After school the class will go to the park.] 

* Copyrighted and used by arrangement with Little, Brown and Company. 



PROJECT XXXVII. MAKING A BIRD 
BOOKLET 

161. Writing so that Others Like to Read. Which of the 
two compositions given on this page do you enjoy read- 
ing more ? 



jiasv<, ~&u~C6- a~ ?i*-4tr. Jkxaa, -ii^^t 

Tut-t£ ^y^. XstL- v^a^cd- of *£c Turtle*. 
■LrijtnjL, &JL. Mii-A+±££cay*u> c£usi- -hole. 
<$Ze^ iCa**- Tu&£ ^t -Clc^c Ka^, *#*<>■ 



nr&jc AJhu^jL >*~*^k •(_*. ■*-'^y i •^■J: 

■^COaxAjl *JU ">** J t£t A , ti^jj-b iuJA>*£ 



You see for yourself that penmanship, neatness, 
margin, spelling, putting capitals at the beginning of 
sentences, and putting periods at the ends of sentences 
make a great difference to you in reading what somebody 
has written. 

Remember: The names of political parties and religious de- 
nominations are always written with capitals. 

Writing Sentences. Make up sentences, using the fol- 
lowing in correct form : 

i. The democratic party. 4. The socialist party. 

2. A republican president. 5. The presbyterian church. 

3. The lutheran church. 6. The catholic church. 

Handwork. Make a booklet. See page 87. Use four 
large sheets of paper. Do not number the cover. Num- 
ber the other pages. 



Oriole 

Lark 
Bobolink 
Swallow 

Flicker 

Robin 

Blackbird 

Cedar bird 

Humming 
bird 

Blue jay 

Warbler 

Woodpecker 

Heron 

Quail 

Crane 

Cowbird 



162. Conversation. Which of the 
birds on this page have you seen? 
Which are tame birds? Which are 
wild birds? 

Hiawatha, the Indian boy, knew 
birds. Learn what Longfellow said 
about him. 

Then the little Hiawatha 
Learned of every bird its language, 
Learned their names and all their secrets, 
How they built their nests in summer, 
Where they hid themselves in winter, 
Talked with them whene'er he met them, 
Called them "Hiawatha's Chickens." 

How do different birds make their 
nests ? Where do birds go in winter ? 
How do the birds that stay North live? 
What birds have you seen in winter ? 
Which come back in the spring? 

Write the poem from memory on 
page 5 of your booklet. 

Making a List. Write on page 6 an al- 
phabetical list of the birds on this page. 




Sparrow 

Redbird 

Mocking 

bird 
Ovenbird 

Blackbird 

Cardinal 

Thrush 

Wren 

Catbird 

Crow 

Sandpiper 

Owl 

Eagle 

Kingfisher 

Osprey 

Buzzard 



190 THE CORRECT USE OF WORDS 

163. A Pronunciation Game. Copy on the board five 
words ending in ing. 

A Talk to the Class. Describe one of the following : 

1. A bird's nest 4. A bird building a nest 

2. A tame bird 5. Birds migrating 

3. A wild bird 6. A bird at its bath 

Writing a Paragraph. Copy on page 7 of the booklet 
the talk you gave about birds. 

164. A Story Begun. Here is a story begun for you. 

In front of a window where I worked last summer was a 

butternut tree. A built her nest on a limb that grew 

near the window, and we had an opportunity to watch her 
closely. In fact, we could look right into the nest. 

American Sportsman 
{To be continued) 

What kind of bird might this be? What kind of 
nest ? Make up a story about what happened. 

Dictation. On page 8 of your booklet copy the beginning 
of this story. Fill in the name of "humming bird." 

165. Correct Use of Words. Observe the following ways 
in which these words are used : 

1. To guess is "to jump at a conclusion, "as, "We guessed 
the riddle. " Do not use guess when you mean think. Say, 
"I think you are right" (not "I guess you are right"). 

2. Strange means "odd." Funny means "amusing." 
Do not say funny when you should use strange. Say, 
"That is a strange thing to do" (not "funny thing," 
unless you mean that it is humorous). 



CORRECT USE OF LIE AND LAY 191 

3. To lie has two meanings : (1) " to tell a falsehood," 
(2) " to recline." To lay means " to put " ; but lay also 
may mean "reclined," and that is what causes the 
trouble. Compare the following ideas : 

00 (b) 

1. He lies to me. 4. He lies down. 

2. He lied to me. 5. He lay down. 

3. He has lied to me. 6. He has lain down. 

(c) 

7. Lay the book there. 

8. He laid the book there. 

9. He has laid the book there. 

Which of these mean "to tell a falsehood"? Which 
means "to recline"? Which means "to put"? Where 
are the same forms used ? 

Writing Sentences. Write sentences, using lie, lay, 
funny, strange, guess, and think correctly. 

166. Different Ways to Begin a Paragraph. The story be- 
gun on page 190 was about a humming bird. Read that 
part again. Here is the story continued. It could begin : 

Once One day It happened 

Once upon a time Once it happened 

when there was a heavy shower, we thought we would 

see whether the humming bird covered her young during the 
rain. When the first drops fell, she came and took in her bill 
one of two or three large leaves growing close by and laid this 
leaf over the nest so as to cover it. Then she flew away. 

American Sportsman 
(To be continued) 



192 TELLING REASONS 

Copying. Divide the class into five groups. Let each 
group begin the story with a different word. Copy the 
paragraph on page 9 of the booklet. 

167. The Story Concluded. 

On examining the leaf, we found a hole in it, and in the side 
of the nest was a small stick that the leaf was fastened to or 
hooked upon. After the storm was over, the old bird came 
back and unhooked the leaf, and the nest was perfectly dry. 

American Sportsman 

What other clever things have you seen birds doing, or 
have you heard or read about ? 

Copying. Copy the end of the story on page 10 of 
the booklet. 

168. An Enunciation Drill. Practice the tongue twisters 
on page 122. 

A Talk to the Class. Tell the story of the humming 
bird, or tell about another clever thing that a bird did. 

169. Telling Reasons : Should a Wild Bird Be Confined in 
a Cage ? On this page you see two bird 



^1 



cages with little inmates living in them. 

One little bird is a canary that was raised 
1 — —J in a bird store and never in its life saw the 
inside of the woods or the wide blue expanse of heaven. 
The other little bird is a meadow lark that William Marsh 
caught in a bird trap one day down in his uncle's meadow. 
Do you think the canary wants to be free? If you 
think so, what would it give as reasons? Do you think 
the birdman would want the little canary to be freed? 
Why not? 



WRITING A TABLE OF CONTENTS 193 

Do you think the meadow lark wants to be free ? What 
would it say if it had a voice that you could understand ? 
What do you think the birdman would tell William Marsh 
about the meadow lark ? 

When is it right to keep birds in cages? When is it 
wrong ? How should birds be cared for in cages ? What 
bird should you prefer to keep in a cage ? 

Writing a Letter in Class. Imagine yourself to be 
the canary or the meadow lark. Write a letter to 
William Marsh, asking him to set you free or begging 
him to take better care of you. Give reasons. Begin 
the letter "Dear Master," and copy it on page n of the 
booklet. 

170. Finishing the Booklet. On the first page write as 
title, "Birds I Have Met." Put your name down as 
author. Leave the second page blank. On the third 
page write the contents. 

Table or Contents 

PAGE 

A Poem : From " Hiawatha " 5 

A List of Birds I Know 6 

A Talk Written Up. [Make a title.] 7 

A Story Begun. [Make a title.] 8 

A Story Continued 9 

A Story Ended 10 

A Letter to Master William Marsh n 

Draw and color a picture on the front of the booklet. 
Print on the cover your name and a good slogan for the 
care of birds. 



y| PROJECT XXXVIII. ACTING A PLAY ||f 
FOR A PROGRAM 

171. Reading a Story. Here is an animal fable from 
Africa, the Dark Continent. We shall study it first and 
then plan to play it. 

Jan, the Animal Judge 

1 One long-to-be-remembered day the deep silence of the 
woods was broken by the shrill cries of birds. Messengers had 
been sent to the court of Jan, the judge of the animal world. 
Now Jan was remarkable among the animals because he stood 
upright on his two hind legs and used his forelegs as arms. In 
the dark recesses of the underbrush, surrounded by his guards, 
the messengers found him in his courtyard, thinking about the 
many disputes that were before him for settlement. 

2 After being admitted, one of the messengers said in eager 
tones: "Oh, wise judge, some one has torn the pretty nest of 
the weaver bird. Much beloved is she among her friends, so 
now in the name of those friends, we come to demand satisfac- 
tion for her." 

3 "She shall have satisfaction," Jan replied. "Ho, guards, 
call the court!" 

4 The trumpets were blown, the drum was sounded. Many 
grass mats were spread for the meeting of the coming assembly. 

5 From far and near came the friends of the weaver bird. 
There were the ostrich, the hornbill, the pelican, the flamingo, 
the ibis, the parrot, the heron, and the dove, all making a show 
of much beauty. 

6 The sound of Jan's drum had brought also many of the four- 
footed beasts. There were the elephant, the antelope, the 
zebra, and the boar. There were also three insects, the tiny 
ant, the vicious spider, and the industrious beetle, all anxious 
to hear the complaint of the little bird. 

194 



STUDY OF A STORY 195 

7 After all had come, the guards called out, "Silence, birds 
and beasts. Let the good and wise judge hear the story of the 
weaver." In a kindly manner he bade her to make com- 
plaint. 

8 In a low, trembling voice the little bird began : "O good and 
wise Jan, I am called the weaver bird because all of our family 
build their nests in a single tree under a long roof of dry grass. 
My friends say that these homes are very pretty and very dif- 
ferent from any other in the forest. All of my relations are very 
industrious and live in much peace, and yet, O judge, the parrot 
comes and tears our nests and kills many of our little chil- 
dren." 

9 When the story was finished, cries of "Shame! shame!" 
came from all assembled. 

10 Then in stern tones spoke the judge : " Parrot, come forth 
and give this wonderful little weaver bird satisfaction." The 
gay, chattering parrot came forward saying: "I am not guilty, 
great judge. Ostrich is the guilty one." 

11 "Come forth, ostrich," called Jan. With a haughty step 
the tall bird came out, saying : "I am not the guilty one, as I 
do not climb trees. I think striped zebra knows something of 
this matter." 

12 "Nonsense," said the zebra when he came forward. "I do 
not fly, but the boar knows all about this nest." 

13 With a loud and coarse laugh the boar cried out : "No, no, 
not the boar, but the elephant has done this unkind act." 

14 " Why should I do such a deed to a tiny bird?" asked 
the elephant with an impatient toss of his trunk. "Call the 
ant, as he knows more than any of us about this bird's 
nest." 

15 These denials and charges angered Jan, who thundered out, 
"Enough of this nonsense ! Hear my sentence : 



196 STUDY OF A STORY 

16 Ostrich, bite the parrot, 
Zebra, kick the ostrich, 
Boar, butt the zebra, 
Elephant, stamp the boar, 
Ant, sting the elephant." 

17 At once there was much confusion in the court. There 
were shrill cries, fierce roars, a great flapping of wings, and much 
pawing of the ground. 

18 In the midst of it all there suddenly appeared Muzimu, 
the wizard — Muzimu, the all-knowing one. At once there was 
silence. His eyes showed anger and his shaggy body seemed 
more shaggy than ever. He seemed to know at once what the 
matter was, and in a deep voice began : "O foolish judge, your 
sentence is a silly one. From to-day you and all your family 
shall live in trees and walk on all fours — monkeys they shall be 
called, and you, Jan, shall be known as baboon. Men will 
laugh at you and make sport of you and your family for all 
time. Depart, birds and beasts. Strife will be among you 
always." a. O. Stafford : Some Animal Fables 

172. Conversation. Where did this story take place? 
Who were in it? What happened? Who made a wiser 
decision, Jan or Muzimu ? Why ? 

173. A Pronunciation Game. Practice saying the jingle 
in the story, pronouncing every syllable clearly. 

A Talk to the Class. Retell the story in relay, no pupil 
talking longer than one minute. 

174. Persons in the Story : the Characters. Write a list 
of the characters in the story. Rearrange them under 
these heads : messengers, guards, judge, birds, animals, 
insects, Muzimu. Where should you put subtopics? 
Arrange these alphabetically. 



THE ANIMALS IN THE STORY 



197 



fT^ 




BOL. EL. EV. EXG. 14 



198 WRITING A LETTER 

Give names to all the characters shown in the picture 
on page 197. What point in the story does it illustrate? 

Write on the blackboard all the describing words 
given for these animals. They tell you what the charac- 
ters would look like. 

175. Finding the Scenes of the Story. Where does the 
story begin? How could you make the classroom look 
like that place ? Does the story take place in one spot ? 

Arrange the following sentences to bring out the story : 

1. In the midst of the confusion suddenly appeared Muzimu. 

2. When Jan asked the parrot about it, the parrot said that 
the ostrich was the guilty one. 

3. The weaver bird complained that the parrot tore her nest. 

4. Muzimu said, " The decision is foolish. From now on, Jan 
shall be a baboon." 

5. One day the birds and the beasts flocked to the court of 
Jan, the animal judge. 

6. Angered at the denial, Jan said : " Ostrich, bite the parrot ! 
Zebra, kick the ostrich! Boar, butt the zebra! Elephant, 
stamp the boar ! Ant, sting the elephant ! " 

7. Each animal present tried to blame some other animal. 

Remember: Tell things in right order, with a definite begin- 
ning, middle, and end. 

176. Writing a Letter. Invite some one to come to the 
play. Make two paragraphs: (1) when and where 
the play will be given, and (2) the invitation. 

177. Handwork. It would be rather hard to turn a 
boy into an ostrich by means of costuming. Let us cut 
cardboard about 10 inches by 12 inches, or larger, and tie 



BLACKBOARD QUESTIONS AND ANSWERS 199 

a string to it so that it can be hung over the chest to show 
what each pupil represents in the play. On the card- 
board draw the picture of the character and print in 
large letters the name below the picture. 

Blackboard Questions and Answers. The class will go 
to the board and each write a question about the person 
standing on the left. Make the question deal with one 
of the characters in the story. Begin with the person's 
name; as, "Alice, who was the judge?" After the 
questions are written, each pupil will move one space 
to the right and answer the question, using the name of 
the writer in the answer; as, "Tom, Jan was the judge." 
Make complete sentences. 

a 178. A Pronunciation Game. Pronounce the follow- 
^ ing carefully : 

contrary faucet federal introduce usually forehead 

A Talk to the Class. Tell the class what you think 
about one of the following. 

1. Was Muzimu a better judge than Jan ? Why? 

2. Did Muzimu punish the guilty person ? Why? 

3. What punishment would you have given? Why? 

179. Practicing Parts in the Play. Divide the parts 
among the pupils and practice the play. Where will 
Jan's court be ? What will be his throne ? Where shall 
the animals stand? Where shall they come to speak? 
What will they say? 

180. Acting the Play. Act the play for a Memorial 
Day (or Christmas) Program. 



PROJECT XXXIX. ARRANGING A FLAG 
PROGRAM 



181. Handwork. An unabridged dictionary gives colored 
pictures of flags of all the nations. The teacher will 
divide the important nations among the class. Each 
pupil will find out how the flag assigned to him looks, 
and draw and color it correctly. 

A Grammar Game : Didn't and anything (not "nothing"). 
A pupil turns his back on the class. Another touches 
his head. The pupil turns to the class and goes the 
rounds asking, "Did you do anything?" ("I didn't do 
anything" — not "didn't do nothing.") 

182. A Pronunciation Game. In the following words a 
^ is pronounced like a in father. The italicized letters 
are silent. 

ba/m ca/m pa/m psalm qua/m 

A Talk to the Class. Describe how you made the flag. 
Hold up the picture for the class to see. 

Which pupils said, "Then-a," "and-a," "next-a," 
or " now-a " in connecting one idea with another? 

Vote for the pupil who told clearly everything that was 
done to make his flag. 

183. Writing a Description. Write in one paragraph how 
our national flag differs from the one that you made. 

Draw and color our flag and write under it : 

"With its red for love, and white for the law, 
And blue for the hope which our fathers saw 
Of a larger liberty." 



GIVING FACTS IN OUTLINE FORM 201 

184. The Form of an Outline. Why does this outline 
help you to find information quickly ? 

Rules for the Flag 
I. What the national flag is called [Written up later.] 

A. General official name, Stars and Stripes 

B. Name in Army 

1. Sometimes called Standard 

2. Sometimes called Colors 

3. The two flags called Stand of Colors 

a. When borne with regimental colors 

C. Name in Navy : U. S. Ensign (en 'sin) 

II. Holidays when flag should be displayed [Filled in later.] 

A. At full staff (Drawn to top or peak of staff.) 

1. Lincoln's Birthday 

2. Washington's Birthday 

3. Jefferson Day 

4. Battle of Lexington 

5. Flag Day 

6. Battle of Bunker Hill 

7. Independence Day 

8. Lafayette Day 

9. Star-Spangled Banner Day 

10. Paul Jones Day 

11. Columbus Day 

12. Battle of Saratoga 

13. Surrender of Yorktown 

14. Evacuation Day 

B. Raised to full staff and then lowered to half staff, 

from sunrise to noon, and at full staff from 
noon to sunset. 
1. Memorial Day 



202 QUESTIONS AND ANSWERS 

III. How flag should be drawn 

A. Staff always at left 

B. Flag floating to right 

C. When flags of two countries are crossed, our flag 

on right 

IV. How respect is shown the flag [To be arranged.] 

A. Civilians to uncover during playing of "Star- 

Spangled Banner " 

B. When two flags are displayed, Stars and Stripes 

should be placed on right, as the building faces 

C. When national flag is carried with another banner 

in parade, it should have place of honor at right 

D. If a number of flags are carried, national flag should 

precede or be carried in center above others 

V. The salute 

A. When national flag passes in parade, spectators 

should halt and if sitting rise and stand with 
uncovered heads 

B. National salute, one gun for every state 

C. Oral salute [See page i.] 

Write five questions that are answered in the outline. 
In class exchange papers. 

Copying Questions and Writing Answers. Write answers 
to the five questions given to you by another pupil. 
Talk about the questions and answers in class. 

185. The Correct Use of Words. Observe how the fol- 
lowing words differ : 

1. Have means " to possess. " Get means "to acquire." 
It is absurd to say, "I have got a head." Why? 



CORRECT USE OF WORDS • 203 

2. An is used before a word that has a vowel sound ; 
as, "an ensign." A is used before a word that has a 
consonant sound; as, "a flag." 

3. Real means "genuine" ; as, "This flag is real silk." 
Very means "to a great degree"; as, "We had a very 
good time." (Not "real good time.") 

4. Between i5 used in speaking of two, but among is 
used in speaking of more than two; as, "War was de- 
clared between the two nations, but soon all the countries 
were fighting among themselves." 

5. Bring is used with the idea of "coming" ; as, "Bring 
the paper when you come." Take is used with the idea 
of "going." 

Writing Sentences. Fill in the correct forms : 

1. ~ old nation a flag, but new nation must 

one. 

2. The boys divided the flags the class well. 

3.1 England and America there should be harmony. 

4. The boy scouts marched for hour and were tired. 

5. The mother says, " your lunch to school." The teacher 

says, " your lunch." 

6. They had a good time at the party. 

186. Writing a Letter. Write a letter to your principal 
(1) asking permission to have a flag raising, and (2) 
telling about the names of the flag (outline, page 201). 

Reminders. Think of these while you write : 

Is your first sentence interesting? Make it so. 

Do you stick to your subject? If not, what is unnecessary? 

What new words can you use? 



204 HOW TO USE THE INDEX 

187. A Blackboard Class Outline. Rearrange the sub- 
topics of the outline in section II so that related sub- 
topics are grouped together. Make new heads for them. 

Finding Information. Where should you look to find 
the dates for the subtopics in section II of the out- 
line? Turn to the index at the end of a history book. 
How is it arranged? Look up the words you want. 
Turn to the front of the book and find the dates. 

188. A Pronunciation Game. Accent these words right : 



the'ater (not "thea'ter") drowned' (not "drown'ded") 

attacked' (not "attack'ted") hori'zon (not "hor'izon") 
ex'quisite (not "exquis'ite") dessert' (not "des'sert") 

A Talk to the Class. Report exactly what you did to 
find the holiday assigned to you. What did you learn ? 

189. Writing a Paragraph. Write section III of the out- 
line as a paragraph. Which is the best idea with which 
to begin? Which is the best idea with which to end? 
Number the ideas in what you think is the best order. 

190. Giving a Flag Program in a Class Period. Every 
one in class has a chance to take part. 



recitation in relay. The Flag (Page 6) Two pupils 

talks. Flags of Different Nations Described The class 

EXHIBIT OF FLAG PICTURES The class 

recitation in relay. A Song for our Flag (Page 1051 . Three pupils 

PROCESSION TO THE SCHOOL YARD The class 

RAISING OF THE NATIONAL FLAG. A pupil 

THE FLAG SALUTE The class 





PROJECT XL. A CLASS FIELD DAY (OR 
INDOOR MEET) 

191. Conversation. Games teach fair play, initiative, 
courtesy, and independence. In Rochester, New York, 
on the fences of the playground these slogans are painted : 

Self-control is help. 

The fellow who needs watching is a slave. 

Noise is no measure of brain. 

Every fellow here has a right to help. 

The good name of the school depends on you. 

Better lose than cheat. 

Try anyway ! 

Tell in your own words what these mean. Make up 
slogans for your school to use in sports. 

Handwork. Make a poster announcing your Field 
Day. 

Print the slogan on it. Draw an appropriate picture. 

192. Study of a Poem. Here is a poem that describes 
a new kind of sport. Have you ever played it? How 
can you "shoot" something without a gun? 

The Bloodless Sportsman 

1 1 go a-gunning, but take no gun, 
I fish without a pole ; 
And I bag good game and catch such fish 

As suit a sportsman's soul. 
For the choicest game that the forest holds, 

And the best fish of the brook 
Are never brought down by a rifle shot, 
And never are caught with a hook. 
205 



206 STUDY OF A POEM 

2 The woods were made for the hunters of dreams ; 

The brooks for the fishers of song ; 
To the hunters who hunt for the gunless game, 

The streams and the woods belong. 
There are thoughts that moan from the soul of the pine, 

And thoughts in a flower bell curled ; 
And the thoughts that are blown with the scent of the fern 

Are as new and as old as the world. 

3 So, away for the hunt in the fern-scented wood, 

Till the going down of the sun ; 
There is plenty of game still left in the woods 

For the hunter who has no gun. 
So, away for the fish by the moss-bordered brook 

That flows through the velvety sod ; 
There are plenty of fish yet left in the stream 

For the angler who has no rod. 

Sam Walter Fo9S * 

What is the most interesting thing that you ever saw 
in the woods? at a brook? What is the best picture 
of outdoor life you ever saw? What things do you like 
to do in the woods ? How does a boy scout or a camp fire 
girl behave in the woods ? 

Copy the stanza that you like best. 

193. How Words Are Made. You have learned on page 
83 that many words have a beginning, a middle, and an 
end, called the prefix, the root, and the suffix. If you know 
the Latin and Greek words from which many of our 
English words have been formed, you can often tell the 
meaning of a new word. Look on page 83 for other pre- 
fixes, roots, and suffixes. 



* From " Dreams in Homespun," copyrighted by Lothrop, Lee and Shepard Company. 



HOW WORDS ARE FORMED 



207 



Prefixes 


circum, around 


dia, through 


trans, across 


Rftots 


crat, power 


lingu, tongue 


nom, law, science of 


cred, believe 


log, word 


pater, patr, father 


dem, people 


magn, large 


phil, love 


diet, word, speak 


mater, matr, mother 


port, carry 


due, duct, lead 


meter, metr, measure 


scop, sight 


fer, bear 


mult, many 


S0^, wisdom 


ge, earth 


nav, ship, sail 


the, god 



Finding Meanings of Words, or Derivation. By using the 
above chart find the meanings of the following : 



democrat 


theology 


diameter 


transport 


conduct 


paternal 


credulous 


navigate 


transfer 


multitude 


maternal 


philosopher 


geology 


linguist 


magnitude 


circumnavigate 



194. Conversation. Name five outdoor games. Name 
five indoor games. How many persons are needed to 
play each game? Is any equipment needed? How is 
each game played? What do you like to do to have 
fun? 

On the blackboard outline under Indoor and Outdoor 
all the games that the class suggest. 

195. A Pronunciation Game. Write nine words be- 
ginning with wh on a checkerboard and pronounce 
them correctly. 



208 CORRECT FORMS 

A Talk to the Class. Tell how to play the indoor game 
that you like best. Vote for the most interesting. 

A Reminder. Copy on the board : 
Stick to your subject. 
Tell things in the right order. 

196. Writing a Letter. Write a business letter to a 
sporting goods house, asking for a catalogue. The best 
letter will be sent so that you can look at equipment for 
games. 

A Sentence Match: Correct Forms. For directions see 
page 52. 

(a) breaks, broke, has broken (d) chooses, chose, has chosen 

(b) throws, threw, has thrown (e) lies, lay, has lain 

(c) hurts, hurt, has hurt (J) lays, laid, has laid 

197. Conversation. The following account of a game 
played at one of the soldiers' training camps appeared in 
a newspaper : 

The Game of Cranes and Crows 
To train the men in quick muscular response they play 
games, among them many of the games played in childhood, 
as leapfrog. The game of Cranes and Crows was new to me. 
The men who are the crows line up with their backs to the men 
who are the cranes. The sergeant in charge shouts " C-r-r-r-ane! " 
Derhaps. As soon as the word is out, the cranes run after 
the crows. If the crows are caught, they must carry their 
captors around the field on their backs. If the sergeant shouts 
" Cr-r-r-row ! " the cranes run, and the crows do the chasing. The 
game develops quick action because the first parts of the words 
"crane" and "crow" are made to sound alike and the last part 
of each is like a pistol shot. 



A PRONUNCIATION GAME 209 

Who play in this game ? How do they line up to start 
the game ? Tell exactly how the game is played. What 
makes the interest in the game? What is the good of 
the game ? 

Remember: In telling how something is played, or done, 
always give the chief things in the right order. 

198. Conversation. Be ready to tell the class all the 
games you can think of to play outdoors. Decide which 
are your favorite games and tell reasons why you like 
these games. Copy the names on the board as they are 
suggested. Then try to strike out all but five of them by 
speaking of objectionable things about the games for use 
at recess. Give good points for the five games that are 
left. 

^ 199. A Pronunciation Game. Do not pronounce final 
v ow as if it were "er." Say : 

hollow (not "hollur" or "holluh") follow (not "f oiler") . 
bellow (not "beller") shadow (not "shadder") 

tallow (not " taller") widow (not "widder") 

A Talk to the Class. Make a speech in favor of the 
game that you would like to play in the field-day games. 
In your speech try to persuade the class that your game 
is the best. 

Vote for the game that appeals to you most since you 
have heard the speeches. 

200. A Class Field Day or Indoor Meet. Play games in 
the school yard. Choose sides and see who win the most 
points. Appoint a committee to keep tally of winners. 



A PLEDGE 

I Pledge Allegiance to My Flag 
and to the Language for which 
it Stands — the English Lan- 
guage, which I Pledge Myself to 
Speak and to Write Correctly, 
A Little Better Each Day 



PART THREE 



|f[ ~ PROJECT XLI. FORMING A BETTER 
SPEECH CLUB 

i. Where to Get Ideas. Sometimes boys and girls say 
that they have nothing about which to talk. There 
are thousands of ideas all about them, if they just know 
where to look. The world of ideas is like a big pie. 
The boy or the girl stands in the center 
ready to reach in and pull out a plum. 
Plums are the ideas. 

In this picture of the idea pie each piece of 
pie stands for a different place to get ideas. 

You get ideas for talking and writing from: 

I. Talking with other people, or conversing. 

II. Reading books, magazines, and newspapers. 

III. Using your eyes, or observing. 

IV. Experiencing things yourself. 

V. Thinking about things, and forming opinions. 

Conversation. Tell of three different people from whom 
you can get ideas by talking to them. Why are these 
persons good sources for ideas? 




212 PARAGRAPH AND STANZA 

Be ready to tell where you can get ideas for the fol- 
lowing : 

(a) Lafayette's work during the Revolutionary War. 

(b) How you felt at your first party. 

(c) How you behaved when«you were a baby. 

(d) What birds you have in your back yard. 

(e) Your own opinion of the last book you read. 
(/) How a difficult word is pronounced. 

A Blackboard Drawing and Questions. Draw the idea pie 
on the board. Divide it into five slices. Write on each 
slice a different way to get ideas. Use one word for each. 
In class make up ten questions to ask, two questions 
relating to each slice. 

2. Study of a Poem. There can be no greater subject 
for a poem than our national flag. In the poem on the 
opposite page you will find that each stanza has a main 
thought. The first stanza speaks of the flag's history. 
The second stanza speaks of the mission of the flag. What 
is the main thought of the third stanza? 

Remember: A paragraph always has a main thought, or topic. 
A stanza of a poem always has a main thought. 

Read the poem again. What pictures of the flag 
does the poet describe in the first stanza? Quote the 
lines. Which lines in the third stanza describe the 
flag? 

What "burdened ones of every race" have come to 
our shores? 



STUDY OF A POEM 213 




Old Flag 

1 What shall I say to you, Old Flag? 
You are so grand in every fold, 

So linked with mighty deeds of old, 
So steeped with blood where heroes fell, 
So torn and pierced by shot and shell, 
So calm, so still, so firm, so true, 
My throat swells at the sight of you, 

Old Flag. 

2 What is your mission now, Old Flag? 
What but to set all people free, 

To rid the world of misery, 
To guard the right, avenge the wrong, 
And gather in one joyful throng 
Beneath your folds in close embrace 
All burdened ones of every race, 

Old Flag? 

3 Right nobly do you lead the way, Old Flag, 
Your stars shine out for liberty. 

Your white stripes stand for purity, 
Your crimson claims that courage high 
For honor's sake to fight and die. 
Lead on against the alien shore ! 
We'll follow you e'en to Death's door, 

Old Flag ! 
Hubbard Parker 

BOL. EL. EV. ENG. 1 5 



2I 4 



USING WORDS RIGHT 



Tell of a "mighty deed of old" in which the flag was 
present. How did our soldiers "fight and die for honor's 
sake" in the last war? What was the "alien shore" 
towards which the flag led us ? 

Which stanza do you like best? Why? Learn it. 

3. Using Words Right. In order to use words right 
every boy or girl must gain a control which may be com- 
pared to the driving of four horses abreast. The following 
picture shows you what these four horses are. Notice 
how the girl driver has control over each horse. 




Pronunciation is in speaking what spelling is in writing. 
Remember: To use a word correctly means : 

1 . To spell it correctly in writing. 

2. To pronounce it correctly in speaking. 

3. To know what it means. 

4. To use it correctly in both speaking and writing. 

A Pronunciation Drill.* Copy on the board the first 
names of the pupils in the class and pronounce them care- 
fully. Say Henry (not "Henery"). 

* See the footnote on page 107 for the use of games and drills. 



THE PROPER FORM OF A LETTER 215 

A Talk to the Class. Come to the front of the room and 
talk about one of the following topics. Each pupil will 
speak. 

1. How you felt at your first party. 

2. How you behaved when you were a baby. 

3. A bird in your back yard. 

4. How the flag served during the last war. 

5. Your favorite stanza in the poem "Old Flag." 

4. The Proper Form of a Letter. Note the position of 
the different parts in the following letter. Be ready to 
tell what each part is called. Review pages 28 and 122. 



J^&av &Cvl& and fScn^ : 

V}& ka/v-e, ata,it&cL to &&koot aaaln, cit 

. c/*k&v& CVL& ybuja-vlb vn wvu 

&Loaa,, 6~ou& a,ncl qi/iXa/. €.ta,v 

t&oueA&i' o, na,in,& La> . 3~k& 'fb-iln&Lj&al 

at tk& fo&ko-ot Uk - 

/i-ow- VKtz/yvu / J^'^i/J^,vi& do uo-io kav-e> tru uowv 
o&koo-l? Clv& you, qoinq to o^qa^vta& 00 o/^&a-k- 
Lnq frlwC- liJc& owv& ? 6?' t C' t&tl wow / ) / yuo / b& 
a,6-out otova* V11 a-zv-e-va-C w-&tk^. 



216 THE SUBJECT AND THE PREDICATE 

Remember: A friendly letter has five parts: heading, salu- 
tation, body, complimentary close, and signature. 

Copying a Letter. Fill in the blanks in the letter on 
page 2 1 5 with accurate information about your schoo; , and 
copy it correctly. 

5. How to Write Thoughts Completely. Look at the two 
sets of thoughts on this page. How do they differ? 



(a) (b) 


1 . Flowers bloom by the road. 4. best have the we class school in 


2. Boys swim in the lake. 5. the was forest in lost Tom 


3. Ned fell into the ditch. 


6. snake Mary a saw path the in 



The words on the left make sense. The words on the 
right are all mixed up, and do not make sense. Words 
must be put together properly to make complete thoughts. 
A sentence is a group of words that expresses a complete 
thought. 

Xo thought is complete without something talked about, 
called the subject ; and that which is said about the sub- 
ject, called the predicate. In the sentences on the left 
flowers, boys, and Ned are the subjects ; bloom by the road, 
swim in the lake, and fell into the ditch are the predicates. 

Remember: A group of words expressing a complete thought 
is called a sentence. 
Every sentence has two parts, called subject and predicate. 
The subject is the person, place, or thing talked about. 
The predicate is what is said about the subject. 



REVIEW OF CAPITALS 217 

On page 216 under (b), arrange the words as three sen- 
tences. Draw a vertical line between the subject and 
the predicate. Underline the subject with a waved line 
and the predicate with a straight line. 

A Sentence Match. For directions, see page 34. Copy 
on the board the names of the winners. 

6. Where Capitals are Used: Review. Be ready to tell 
why a capital letter is used in each of the following sen- 
tences. If you are in doubt, turn to the word capitals in 
the index at the end of the book to find the page where 
the rules are given. 

1. Politeness is to do and say 

The kindest thing in the kindest way. 

2. Halloween comes in October, I think. 

3. Has Tom read The Jungle Book ? I have. 

4. The Lord is in His tabernacle. 

5. The proverb says, "In union there is strength." 

6. On Saturday we will go to Chicago. 

7. Cardinal Mercier is a cardinal in the Catholic church. 

8. Theodore Roosevelt was a Republican president. 

9. The Sun laughed at the dancing leaves. 

10. Dear Mary : [In a letter.] 

11. Very truly yours [In a letter.] 

12. Baltimore, Maryland [In a letter.] 

A Blackboard Class Outline. Make an outline of the 
rules for capital letters. 

7. Conversation. A Better Speech Club will help you 
in many ways to speak more correctly and more easily. 
Once a week when you have your talks you can turn the 
class into a club. Each pupil should speak. 




2I 8 A BETTER SPEECH CLUB 

Every club makes its constitution first. In your con- 
stitution you will have 
three paragraphs. The 
first will tell the pur- 
poses of the club ; the 
second, the name of the 

club ; the third, the officers and their duties. 
What names can you suggest for the club ? 

. How many and which officers do you suggest ? Which 

should preside ? Which should keep the minutes ? What 

other duties are there in your club ? 

8. A Humming Game. To form good tone close the 
lips and hum m-m-m. Then open the mouth and con- 
tinue humming. 

A Talk to the Class. Tell the class which name you 
want for the club. Give your reasons. At the end of 
the period cast a ballot on paper for the name that you 
want. 

9. Organizing a Club. Now that you have your name, 
you will decide in class which officers to have. Elect 
these officers to serve for the rest of the month. Make 
up a slogan, or motto. 

Outline the constitution of the club under three main 
topics, the last subdivided. (See Lesson 7.) 

Handwork. Make a poster announcing the name of the 
club and the slogan. 

10. Writing the Constitution. Write the constitution in 
three paragraphs, according to the outline. 

The best one will be placed on the classroom door. 



PROJECT XLIL WRITING A BOOK ABOUT 
AMERICA 

ii. Writing a Book. During this half year, you will 
write a book for Buomo, a little African boy. It will 
be called "Descriptions and Stories of American Life." 
There will be six chapters written at different times. 

Each chapter will give you an opportunity to see how 
you have improved. By the time you finish the sixth 
chapter you should be able to make ioo per cent in 
neatness, penmanship, spelling, grammar, and sentence 
writing. 

Handwork. Make a booklet of nine sheets of paper. 
See page 87. Decorate the cover. Number the pages, 
but not the cover. Write on page 1 the title and your 
name. Write "Table of Contents" at the top of 
page 3. 

12. Careful Writing. Exchange the written constitu- 
tions of your English club in class. When you look at 
this written composition, what do you notice first — the 
neatness of the paper, the handwriting, the spelling, the 
grammar, or the way sentences are written ? Why ? 

Which papers are neat? Which papers have good 
handwriting ? 

Next, read through the constitution. Which papers 
have no misspelled words? Which have mistakes in 
grammar? Which have capitals and periods with each 
sentence ? 

Remember: Watch your handwriting, spelling, grammar, and 
sentences when you write. 
219 



22 o HAVING A PLAN 

A Letter by Dictation. Your teacher will copy on the 
board a letter to Buomo, telling him about your plan 
to make a little book about America. Look closely at 
this letter and be ready to write it correctly when your 
teacher rubs it off the board and dictates it. Write it 
on page 5 of your booklet. 

13. Having a Plan. The author, Stewart Edward 
White, will be your guide in learning to write a book for 
Buomo. Here he describes a hunter's day in Africa. 

Daily Life of a Hunter in Africa 
1 Every morning we arose one hour before day, and ate by 
lantern light and the gleam of fires. 2 At the first gray we were 
afoot and on the march. 3 With our gun bearers, we pushed 
ahead down the river. 4 After about six hours or so of marching, 
we picked out a good camp site. 5 By two o'clock camp was 
made. 6 Also it was very hot. 7 After a light lunch we stripped 
to the skin, lay on our cots underneath the mosquito canopies, 
and tried to doze or read. 8 The heat at this time of the day 
was blighting. 9 About four o'clock we strolled out to see what 
we could see. 10 The evening was tepid and beautiful. n Bathed 
and pajama-clad we lolled in our canvas chairs, smoking, chat- 
ting, or listening to the innumerable voices of the night. 12 Such 
was the simple and almost invariable routine of our days, but 
enriching it were the incredible incidents and adventures of 
African travel. 

Stewart Edward White : African Camp Fires (abridged) * 

A writer forms a plan of what he wants to say before 
he starts to write. What different ideas did Stewart 
Edward White have in mind in writing this paragraph ? 

* By permission of Doubleday, Page and Company. 



REVIEW OF PUNCTUATION 221 

When did the hunters do their shooting? Why? 
What were the "voices of the night"? Which do you 
think is the most interesting sentence in this story? 
Why? 

A Blackboard Class Outline. Outline the paragraph, 
giving the idea for each sentence. Number the topics in 
order. Which could be grouped together ? 
^^ 14. A Pronunciation Game. Open the mouth wider 
in pronouncing each successive word : boon, bone, 
ball; bait, bat, bar, bawl. 

A Talk to the Class. Tell the class how a hunter in 
Africa spends a day. 

15. Use of Punctuation. Be ready to tell why each 
punctuation mark is used where a is inserted in the fol- 
lowing sentences. If you are in doubt, turn to the index 
for the word punctuation and find the information in the 
front of the book. 

1. The librarian asked A A Have you read Stewart Edward 
White. s books on Africa. . 

A A A 

2. Mr A H A M A Stanley found Livingstone when he was lost 
in Africa A 

3. Yes A it A s hotter in Africa than in New York A 

4. An African explorers day is full of adventure A 

5. Africa is filled with queer scenes A fierce animals A and 
strange peoples A 

6. Mr A White A will you write another book about Africa A 

7. Dear Sir A 

Please send me a copy of Stewart Edward White A s 
A African Camp Fires 

8. What a fright the lion gave us A 



22 2 ANTONYMS 

16. Blackboard Sentences. Write fifteen sentences, each 
giving a different rule for punctuation marks ; as, 

A colon is used after the salutation of a business letter. 

17. Conversation. What day should you like to de- 
scribe for Buomo? How do you spend a school day? 
How do you spend a holiday ? How do you spend a Sat- 
urday ? 

How does your father or mother spend the day? 
Which other people might have interesting days ? 

Outline in order the things you do on a school day. 

A Word Game. Antonyms are words that mean oppo- 
sites. A pupil in one aisle will make up a sentence with 
one of the following words. A pupil in another aisle 
will make up a sentence with its antonym : 



hot 


right 


new 


pretty 


tall 


lend 


dry 


empty 


strong 


long 


coarse 


this 



(Games limited to five minutes and repeated at intervals.) 

a 18. A Pronunciation Game. Write the following words 

^ on the points of a star and pronounce them carefully : 

radish (not "redish") pendant (not "pennant") 

partner (not "pardner") memory (not "mem'ry") 

surprise (not "suprise") violet (not "vi'let") 

A Talk to the Class. Tell the class what you do on a 
school day. Use as title, "The School Day of an Amer- 
ican Boy (or Girl)." 

Who stood away from the desk ? Who could be heard 
in the back of the room? 



CORRECTING A STORY 223 

19. Writing a Story. See whether you can improve 
your outline of how you spend a school day. Is there 
anything that you want to add to it? Are the ideas in 
the right order ? 

Use the outline to guide you in writing the story, 
Write the title on the first line. Capitalize the chief 
words. Leave a blank line after the title. 

Have a margin of an inch. Indent the paragraph. 

A Grammar Game. {This and That. Write in two col- 
umns twenty sets of antonyms. Go the rounds, point- 
ing and saying, " This word is the antonym of that word." 

20. Correcting a Story. Hold your paper before you and 
answer the following questions : 

1. Is the paper clean and neat or careless? 

2. Is the handwriting good or careless? 

3. Is there a margin of about an inch? 

4. Is the paragraph indented about an inch ? 

5. Are the chief words of the title capitalized? 

6. Is any word misspelled? Which? 

7. Does each sentence begin with a capital and end with 

a period ? Enlarge the periods. 

8. Did you follow your outline or did you omit something? 

9. Did you tell things in the right order? 

10. Can you improve any sentence by omitting a word ? Strike 
it out. 

Mark the corrections on the paper. 

Writing a Criticism. Write ten sentences in which you 
answer the above questions about your paper. 

Copying the Story. Copy the corrected story on page 7 
of the booklet for Buomo. 



i PROJECT XLIII. STARTING A HEALTH CRUSADE | 

21. The Old Knighthood and the New: Modern Crusad- 
ers. Under the leadership of the National Tubercu- 
losis Association more than 3,000,000 American boys 
and girls have become knights or crusaders through 
doing health chores. 

Here are the pledges they must keep to become knights : 

1. I will wash my hands before each meal to-day. 

2. I will wash not only my face hut my ears and neck, and 

I will clean my finger nails to-day. 

3. I will try to-day to keep fingers, pencils, and everything 

that might be unclean out of my mouth and nose. 

4. I will drink a glass of water before each meal and before 

going to bed, and wilJ drink no tea, coffee, or other in- 
jurious drinks to-day. 

5. I will brush my teeth thoroughly in the morning and in 

the evening to-day. 

6. I will take ten or more slow deep breaths of fresh air to-day. 

7. I will play outdoors or with windows open more than thirty 

minutes to-day. 

8. I will try to sleep ten hours or more every night and keep 

my window open. 

9. I will try to sit up and stand straight and to eat slowly. 

10. I will try to-day to keep neat and cheerful constantly and 

to be helpful to others. 

11. I will take a full bath at least once a week. 

Why would the Red Cross and Tuberculosis societies 
want boys and girls to join this club ? What things did 
the knights of old do to prove their strength and skill ? 

What are the unseen dragons that doctors and nurses 
fight to-day? How can boys and girls help to conquer 
224 



MAIN TOPICS AND SUBTOPICS 



225 




them? What happens when a disease dragon invades 
a community ? 

Tell why each chore is good. Tell why you would like 
to become a Health Crusader. Can you do the chores ? 

22. Finding Main Topics and Subtopics. A paragraph 
has a general topic, which it develops by giving further 
information about it. In Chore 1 on page 224 the main 
topic is "washing the hands," and the subtopics, or de- 
tails, are "to-day" and "before each meal." In making 
an outline the chief idea becomes the main topic and the 
details about it become subtopics. 

V. Brushing teeth VIII. Sleeping 

A 

B 

C 

VI. Breathing 

A 

B 

C 

D 

E 

VII. Playing 



III 



I. Washing hands 

A. Each day 

B. Before meals 
II. Washing face and hands 

A 

B 

C 

Keeping things from 
mouth and nose 

A 

B 

C 

IV. Drinking only water 

A 

B 

C 

Remember: Subtopics 



A 

B 

C 

IX. Managing the body 
A 



C 

X. Behaving 

A 

B 

C 

XI. Bathing 

A 

B 



details about main topics. They 



are marked differently and placed farther to the right. 
Complete the outline. 



226 NOUNS, THE WORDS THAT NAME 

-^* 23. A Breathing Game. See page 11 1. 

A Talk to the Class. Tell why you would like to join 
the Health Crusaders. Give reasons. 

At the end of the period vote to see how many think 
the whole class should join the organization. 

24. Writing a Letter. Turn to the model of a business 
letter, given on page 171, to see the proper form. Write 
a letter to the National Tuberculosis Association, New 
York, asking them to tell you what to do to join the 
Health Crusaders. Tell why you want to join. 

Make an envelope and address it. Fold the letter and 
place it in the envelope. The best letter will be sent. 
A Sentence Match. See page 52. 

(a) draw, drew, have drawn (c) eat, ate, have eaten 

(b) draws, drew, has drawn (d) cats, ate, has eaten 

25. Nouns, the Words that Name. In the following sen- 
tences tell what each italicized word does : 

1. Arthur is a Health Crusader. He keeps the pledge. 

2. Charles uses his toothbrush twice a day. 

3. Tom lives in the country and has no real bathtub, but he bathes 

in a washtub in the woodshed. 

4. William can never hear the bird sing because he is deaf. 

5. Helen Keller cannot see the flowers because she is blind. 

6. Grace cannot smell the rose because she has a cold. 

7. Jean's fingers are smeared with molasses. 

8. Ned's medicine tasted bitter. 

The italicized words name something and are called 

nouns. 

Remember: A noun is a word that names something. 



OBSERVATION 227 

26. Using the Senses. A Health Crusader keeps his 
eyes, ears, nose, mouth, and hands clean, because then 
they can do their work well. Here is a conversation in 
which a man who could see tried to describe something 
to a man who was born blind. Why could not the blind 
man understand ? 

The Blind Man and the Milk* 
1 A man born blind asked a seeing man, " What color is milk? " 

2 The seeing man said, "The color of milk is the same as that 
of white paper." 

3 The blind man asked, "Does it rustle in your hands like, 
paper?" 

4 The seeing man said, "No, it is as white as white flour." 

5 The blind man asked, "Is it as soft and as powdery as 
flour?" 

6 The seeing man said, "It is simply as white as a white 
hare." 

7 The blind man said, "Is it as fluffy and soft as a hare?" 

8 The seeing man said, "No, it is as white as snow." 

9 The blind man asked, "Is it as cold as snow?" 

10 And no matter how many examples the seeing man gave, 
the blind man was unable to understand what the white color 
of milk was like. 

Leo N. Tolstoy, a Russian Writer 

How could the nose, the ear, and the tongue be used in 
describing milk ? 

What do your eyes, tongue, ear, nose, and hand tell 
you about a rose, a lemon, a leak in the gas pipe, a bee ? 

* From the Cabinet edition of Tolstoy's Complete Works. Used by permission of 
the Page Company. 



22 g HOMONYMS 

27. The Divided Quotation. How do the following 

differ? 

(a) The seeing man said, "The color of milk is the same as 
that of white paper." 

(b) "The color of milk," said the seeing man, "is the same as 
that of white paper." 

A quotation may be written entire or it may be broken 
by putting words like "said he" between. 

Remember: The words that come between the two parts of a 
quotation are set of by commas. Both parts of the 
quotation must have quotation marks. 

Your teacher will dictate the dialogue on page 227. 
She will make four of the remarks divided quotations. 

28. Playing a Dialogue. Let pupils in pairs act out the 
dialogue of "The Blind Man and the Milk." 

29. A Pronunciation Game. Write on the board five 
words ending in ing. Apply them to health ; as, breath- 
ing. Move one space to the right and pronounce them. 

A Talk to the Class, (a) Tell the class who you think 
has a harder time to get along — a blind man or a deaf 
man, or (b) tell how to take care of the eyes and the ears. 

30. A Written Exercise. Make up sentences about 
Health Crusaders, using the following homonyms : 



right 


knight 


hours 


I 


choose 


eight 


week 


there 


write 


night 


ours 


eye 


chews 


ate 


weak 


their 



Handwork. Make a poster for the Health Crusaders. 
Copy the eleven chores. Draw an appropriate illustration. 



Sr| PROJECT XLIV. WRITING A BOOK ABOUT 
AMERICA 

31. Being Definite in Letters. In writing to Buomo, the 
African boy, you might want to tell, first, about the Health 
Crusade. Then you might wish to explain what your 
class has done in regard to it. Then you might want to 
close your letter by suggesting that Buomo should join 
the club, too. To stand out definitely, these three topics 
should be in different paragraphs. 

Remember: Put different topics in separate paragraphs. 

Writing a Letter. Write a letter to Buomo about the 
three topics described above on this page. Put it on 
page 9 of your booklet. 

32. Comparing One Thing to Another. Read the fol- 
lowing : 

The Mango Tree 

1 Besides furnishing one of the most delicious tropical fruits, 
the mango is also one of the most beautiful of trees. 2 It is tall 
and spreads very wide. 3 Its branches sweep to within ten feet of 
the ground. 4 Its perfect symmetry combined with the size and 
deep green of its leaves causes it to resemble, from a short dis- 
tance, a beautiful green hill. 5 Beneath its umbrella one finds 
dense shade, so that one can lie beneath it in full confidence. 
6 Even a single ray of this tropical sunlight is to the unpro- 
tected a very dangerous thing. 7 The leaves of the mango have a 
peculiarity which distinguishes it from all other trees. 8 The 
leaves grow only at the very ends of the small twigs and branches. 
9 As these grow only at the ends of the big limbs, it follows that, 
from beneath, the mango looks like a lofty green dome. 
Stewart Edward White : African Camp Fires (abridged) * 

* By permission of Doubleday, Page and Company. 
BOL. EL. EV. ENG. 16 229 



23 o MAKING A COMPARISON 

Which sentences describe the general form of the tree? 
Outline on the board four important things about the 
general form of the mango tree. Which sentences de- 
scribe the foliage? Find and outline five statements 
about the foliage. These nine points will be subtopics. 
Your outline will be like this : 
I. 



General form. 


II. Foliage. 


A. 


A. 


B. 


B. 


C. 


C. 


D. 


D. 




E. 



To what three things does Stewart Edward White 

compare the mango tree? Are these things familiar to 

you ? Do they help you to see the mango tree ? Why ? 

What do you think is the most interesting thing about 

this tree ? 

Remember: In deso ibi>-z something unknown to the reader, 
we can make it plainer by comparing it to something 
that he knows. 

33. The Plan of a Description. The description of the 
mango tree is built around three good comparisons : (1) 
to a green hill, when viewing the tree from a distance, 

(2) to an umbrella, when standing under the tree, and 

(3) to a " lofty green dome, " when looking up into the tree. 
To bring out these comparisons the writer speaks first 

of the general form of the tree (four things) and next of 
the foliage (five things). 

A Blackboard Class Outline. Make an outline of all the 
thoughts in the paragraph on page 229. 



Maple 
Poplar 
Willow 
Beech 
Birch 
Cottonwood 

Catalpa 

Sycamore 

Locust 

Hickory 

Dogwood 

Tulip tree 

Hemlock 

Magnolia 

Butternut 

Pecan 

Filbert 

Walnut 

Chestnut 



34. Trees of America. The poet 
Joyce Kilmer once wrote : 

Poems are made by fools like me, 
But only God can make a tree ! 

On this page are given the names 
of American trees. Which do you 
think is our most valuable fruit 
tree? shade tree? forest tree? De- 
scribe them. 

Which tree should you like to de- 
scribe for Buomo, the African boy? 
To what things can you compare 
these trees? 

A Blackboard Class Outline. In 
class select a tree. Make an outline 
of it, using the same heads: /. Gen- 
eral Form and II. Foliage. Compare 
the tree to something well known. 

35. A Pronunciation Game. Sound 
both syllables : cruel, jewel, vowel, 
trowel, fuel, duel. 

A Talk to the Class. Tell the class 
about the tree you have outlined. 



Apple 

Peach 

Plum 

Pear 

Cherry 

Quince 

Apricot 

Persimmon 

Banana 

Orange 

Lemon 

Grapefruit 

Pine 

Cedar 

Oak 

Ash 

Juniper 

Spruce 

Redwood 

Sequoia 




231 



2 3 2 PROPER AND COMMON NOUNS 

36. Proper and Common Nouns. As you have learned, 
the italicized words in the following sentences are naming 
words, or nouns. Which of these name special persons 
or places? Which of these are used with a number of 
the same kind ? 

1. Pershing planted a tree in Washington. 

2. The tree will drink through its roots. 

3. There is an elm named for Washington. 

4. The elm has spreading branches. 

5. George cut down a small tree for firewood. 

6. The fire did not burn because the wood was green. 

"Washington" means a special man or a special city. 
Such a word is called a proper noun. 

"Elm" means a tree, of which there are thousands. 
Such a word is called a common noun. 

Remember: Nouns are of two kinds: proper and common. 
Proper nouns name special persons or places. TJwy are 

begun with capitals. 
Common nouns name something of which there are many 

of the same kind. 

Correcting Sentences. Copy the following sentences 
correctly, capitalizing the proper nouns. Underline the 
common nouns. 

1. edna, grace, and alice went to the woods. 

2. In london there is a park where beautiful trees may be seen. 

3. theodore roosevelt believed in protecting the forests. 

4. golden gate park has some beautiful scenes. 

5. In the city of new york is our largest museum. 

6. buomo likes to read the book about america. 



DERIVATION OF WORDS 



233 



37. Use of the Dictionary. The dictionary is one of the 
most valuable books you have in school. It is a "first 
aid" in writing compositions. It tells you nearly every- 
thing you may want to know about words. 

Buomo wanted to learn how to read your booklets 
with understanding, so he asked the American missionary 
to buy him "an American word book." The missionary 
bought an English dictionary. Why did he do that ? 

The dictionary tells you how a word is spelled and 
pronounced. It tells you how it may be used in sentences. 
It gives the word from which it came, or the derivation. 
It tells you the various meanings of the word. 

The Derivation of Words. You have learned that deri- 
vation is the forming of words. Note the following roots : 



ann, year 


cycl, circle 


plut, rich 


aster, astr, star 


mis, wrong, ill 


polis, city 


aud, hear 


mon, alone, one 


polit, citizen 


bene, good, well 


ocul, eye 


quadr, four 


hi, life 


opt, sight 


sol, alone 


hi, bis, two 


pan, all 


stell, star 


cent, hundred 


physi, nature 


zo, animal 



Finding Meanings of Words. By using the above 
chart and those on pages 83 and 207, find the meanings 
of the following words : 



annual 


bicycle 


monotonous 


plutocrat 


astronomy 


biped 


oculist 


politics 


audible 


century 


optician 


quadruped 


benediction 


misspell 


Pan-American 


solitary 


biology 


mistreat 


physical 


zoology 



234 CORRECTING A PARAGRAPH 

38. Writing a Descriptive Paragraph. Look over the out- 
line from which you gave your talk. Are there any 
changes you can make to improve it? Write a descrip- 
tion of the tree. Make it one paragraph. 

Correcting a Paragraph. In class exchange papers and 
consider : 

1. Neatness of paper: good, fair, poor. 

2. Handwriting : good, fair, poor. 

3. Margin. On the left-hand side, about one inch. 

4. Indention. One inch at the beginning of the paragraph. 

5. Following the outline. Was any point omitted? Was 

anything put in that was not in the outline ? 

6. The way sentences begin and end. Enlarge the periods. 

7. The comparison in the description. Was it good, fair, or 

poor? 



39. A Pronunciation Game. Write the following 
words on the spaces of a checkerboard, and pronounce 

them up and down, across, and diagonally. Observe 

that ch has the hard sound of k. 

chorus character arc/ntecture 

echo stomac// arc/zangel 

epoch architect c/zemistry 

A Talk to the Class. Report your opinion of the paper 
you examined. Follow the seven points given above. 
Do not tell whose paper it is. 

40. Copying the Paragraph. On page n of the booklet 
copy your description of an American tree. 
Read the descriptions aloud. 



|^| PROJECT XLV. A GOOD SPEECH DRIVE 



41. What Good Speech Means. We have learned that a 
boy or a girl can hold attention best if he has ideas and 
knows how to express them well. Here are pictures that 
show what happens when a boy or a girl starts out in 
life. Each has his own speech chariot to drive towards 
its goal. 

Here are two boys driving their speech chariots. A 
chariot without wheels could not run. A talk without 
ideas would not impress a listener. But a chariot with 
good wheels cannot reach its goal unless there are good 
steeds to pull it there. 

Here are pictured two boys, John, the poor speaker, 
and Alfred, the good speaker, each driving four horses 
abreast. Each boy manages the four horses at once all 
the time. Which chariot do you think will reach -the 
goal of success ? Why ? 




Making an Outline, 
two pictures mean. 



Make an outline showing what these 
Use the wording of the pictures. 
235 



23 6 RIGHT USE OF WORDS 

42. Using Words Right. Which of the following sen- 
tences is spoken better? Why? 

Tom is going to be punished for being mischievous. 
Tom is goin' ter be punished fer bein' mischiev'ous. 

Even- word must be accented on some syllable, so you 
must watch that you accent the word on the right syllable. 
For instance, mischievous is accented on the first syllable, 
not on the second. 

In some words certain letters are not sounded at all, 
because they are silent ; but in other words all the letters 
should be carefully sounded. Syllables should not be 
run together. Running words together — as you do 
when you say " Whatchergointerdo ? " — is as bad as 
wearing smeared or rumpled clothing. So " Don't mumble 
your words !" 

Remember: Play fair with words. Pronounce them right. 
Spell them right. 

The careful speaker knows the meaning of a word and 
uses the exact word to express his idea. The word lend, 
for instance, means to "give somebody else the use of 
something." The word borrow means to "get the use 
of something from somebody." The library lends you 
a book. You borrow the book. 

Remember: Use the right word for your idea. 

A Pronunciation Match. The teacher will copy on the 
board a long list of words often mispronounced, each 
word numbered. Two leaders will be appointed to draw 
sides. The teacher will announce the words by number. 



TWO USES OF NOUNS 237 

43. The Correct Use of Words. 1. The words empire and 
umpire are sometimes confused because of mispronuncia- 
tion of the first syllable. A man is umpire of a baseball 
game. England has a great empire. 

2. To spill means "to empty accidentally," the con- 
tents flowing out. To empty means "to get rid of the 
contents intentionally." Do not use empty for flow. 
Say "The Hudson flows (not "empties") into the At- 
lantic." 

3. People sometimes carelessly say " haf to " for " have 
to," or " must of " for " must have" 

4. Grand, great, and awful should not be applied to in- 
significant things. Nice and fine should be used only 
where discrimination is to be shown. Do not use these 
words in speaking of dinner, weather, or picnics. 

A Sentence Match. Two leaders will be appointed to 
draw for sides. The teacher will give out one of the above 
words and the first pupil who uses it in a sentence with 
the right meaning scores for his side. 

44. Two Uses of Nouns. In the following sentences 
nouns are used in two ways : (1) five nouns are "talked 
about" and (2) one noun is "talked to." Find them. 

1. Hushaby, baby, thy cradle is green. 

2. Father's a nobleman. 

3. Mother's a queen. 

4. Sister's a lady and wears a gold ring. 

5. Brother's a drummer and drums for the king. 

As you have learned, the words "talked about" are 
subjects of sentences. 



238 A NOUN OF ADDRESS 

The baby is "talked to." Therefore the word "baby" 
is called a noun of address or a vocative. It does not 
belong to either the subject or the predicate and is used 
independently. 

Remember: A noun of address, or a vocative, is always set of 
from the rest of the sentence by commas. 

Conversation. What kind of expressions would a gentle- 
man and a lady avoid? Tell one rude thing that they 
would not do. Tell three courtesies that boy scouts 
and camp-fire girls try to observe. Tell about one polite 
(or impolite) act you have seen. Turn to the Talk given 
below and choose one of the topics. 

Copy the five sentences on page 237 as a four-lined 
stanza. 
a 45- An Enunciation Game. Sound the long vowels 
^* (-) in the words and separately : 

pale eve Ice old use 

A Talk to the Class. Tell about the most polite (or 
rude) act you ever saw. Choose one of the following : 

1. On the street. 5. In a home. 9. In an office. 

2. In an elevator. 6. In church. 10. In school. 

3. In a theater. 7. In a store. 11. On a train. 

4. In a dining room. 8. On the playground. 12. On a street car. 

46. Better Speech Jingles and Slogans. See whether 
you can find in this project several sentences that will 
serve as good speech slogans. Talk about the worst 
mistakes made by different members of the class. What 
are the right forms ? 



WHY TO AVOID SLANG 239 

Making Slogans and Jingles. Copy on the board all the 
slogans the class can think of; as, for slang, "Always 
be ready with your Sunday suit." Vote for the best. 
Compose in class a stanza, or jingle, about bad grammar. 

47. Standard Words Versus Slang. The following fable 
is about two young trees. One was destined to live a 
thousand years and do a great work in the world. The 
other lived but a short time and then passed into decay. 
Which tree should you rather be? 

The Larch Tree and the Oak 
1 "Of what use are you?" said a young Larch Tree to a 
young Oak. 2 "I grow three feet in a year, you scarcely so 
many inches. 3 1 am straight and taper as a reed. 4 You are 
straggling and twisted as a loosened withe." 

5 "And your duration," answered the Oak, "is some third 
part of a man's life ; but I am appointed to flourish for a thousand 
years. 6 You are felled and sawed into palings, where you 
rot and are burned after a single summer. 7 Of me are 
fashioned battleships. 8 1 carry mariners and heroes into un- 
known seas." Thomas Carlyle 

The words that are built into the great masterpieces 
of literature are the standard words which, like the Oak 
of the fable, are destined to live a thousand years. Slang 
words, like the Larch, grow fast when they spring up, 
nourish popularly for a short season and then die. Which 
words are more valuable for us to learn to use, then, 
the standard words forever good or the slang words popu- 
lar but for a season ? 

Remember: Learn to use the standard words. Avoid slang. 



240 



WRITING A FABLE 



Why is it unwise to form the habit of using slang? 
Which is better to use when you are interviewed for a posi- 
tion — slang or words in good standing ? Why ? Tell 
some words that you should avoid. 

h 48. A Pronunciation Game. Write the following words 
" on two ladders. Sound the h first, as if blowing a 
feather (hwo). 

whoa. wkaA -whine wheat whirled 

whet wheel whence whinny whether 

A Talk to the Class. Tell the class five standard ex- 
pressions that are better to use than slang. 

49. Making and Copying a Class Fable. Using the fable 
about the Oak and the Larch as a model, make up a 
conversation between a slang expression and a standard 
expression that means the same thing. The class will 
offer suggestions, and the best ones will be chosen. 

Copy the Fable of Slang you have just composed, as 
the teacher dictates it. 

50. Handwork. Make a "Better Speech " poster. Print 

in large letters "Do You 
Say." Below write the cor- 
rect forms of expressions 
that are often used wrongly. 
Writing a Letter. Write 
a business letter to the 
editor of a local paper, 
inclosing the best copy of 
your Better Speech slo- 
gans, jingles, and fable. 





DO YOU SAY 


Right : 


brothers-in-law 


Wrong 


brother-in-laws 


Right : 


beside the barn 


Wrong 


alongside of the barn 


Right : 


some kind of dog 


Wrong 


some kind of a dog 


Right : 


that kind ; this kind 


Wrong 


those kind ; these kind 



PROJECT XLVI. 

AMERICA 

Si. Making an Outline. Buomo wants to hear what 
your class has done in its "Good Speech Drive." Before 
you write you should know definitely what you want 
to say or else you will wander off the subject. 

The best plan is to make a brief outline of the points. 
Turn back to pages 235 to 240 and decide which things 
you will speak of. Write these down in an outline as the 
main topics. 

Decide what you want to say about each main topic. 
Write these in the outline as subtopics. Look on page 
225 for a model outline. 

Writing a Letter. On page 13 of your booklet write a 
letter to Buomo. Follow the outline. Tell him about 
your slogans, jingles, and fable. Make this the best 
letter you have written to Buomo. 

52. Singular and Plural in Nouns. The following African 
proverbs Buomo has sent to you to read. In each sen- 
tence there is an italicized noun. Which of these nouns 
mean "one" and which mean "more than one"? Write 
them on the board. 

1. It is not always wise to call in a third person to settle dis- 

putes. 

2. Sometimes a big noise is taken for the truth. 

3. A big voice sometimes makes the coward seem bold. 

4. Greediness snaps at so many things that it often loses them 

all. 

5. Sometimes we are punished for harmful deeds which we 

innocently commit. 

241 



24 2 SINGULAR AND PLURAL 

These nouns fall into two groups : 

noise (noises) disputes (dispute) 

coward (cowards) things (thing) 

voice (voices) deeds (deed) 

Words meaning "one," as "noise," are called singular. 
Words meaning " more than one," as "noises," are called 
plural. Some plurals are formed by adding 5 or es. 
Remember: Use the right ending for the plural. 

Write the plurals of ape, buffalo, elephant, hyena, jackal, 
kangaroo, leopard, tiger. Underline the plural ending. 

Dictation. Copy on page 1 5 of your booklet ten Amer- 
ican proverbs, as Franklin's. 

53. A Brief Paragraph of Explanation. Copy a proverb 
on page 241 as the first sentence of a paragraph. Com- 
plete the paragraph by explaining the proverb in other 
words. 

Read the paragraphs aloud in class. 

54. Making a Fable. The African boys and girls have 
fables to illustrate the meanings of the proverbs on page 
241: 

Proverb 1 : The Cat, the Rat, and the Fox 
Proverb 2 : The Rabbit and the Other Animals 
Proverb 3 : The Jackal and the Leopard 
Proverb 4 : The Wolf and His Two Dinners 
Proverb 5 : The Rabbit and the Elephant 

Making Blackboard Class Outlines. Copy each title on 
the board in a separate space. Write under each title, 
as the first sentence of a story, the proverb on page 241 
that corresponds with the number of the fable. 



A PERSONAL EXPERIENCE 243 

Talk about how the different animals could help to 
make a story. Outline on the board happenings for each 
story. 

55. A Humming Game. Close the lips and hum m 
softly. Then open the lips and continue humming. 

A Talk to the Class. Select one of the fables you have 
outlined. Tell it to the class. 

56. Telling a Personal Experience. Stewart Edward 
White had some exciting personal experiences in Africa. 
Here he tells you about one of them. 

My First Lion 
We made perhaps another fifty feet. We were ascending a 
very gentle slope. F. was for the moment ahead. Right be- 
fore us the lion growled. It was a deep rumbling like the end 
of a great thunder roll, fathoms and fathoms deep, with the 
inner subterranean vibrations of a heavy train of cars passing 
a man inside a sealed building. At the same moment over F.'s 
shoulder I saw a huge yellow head rise up. The round eyes 
flashed anger, the small black-tipped ears were laid back, the 
great fangs were snarling. The beast was not over twelve feet 
distant. F. immediately fired. His shot, hitting an inter- 
vening twig, went wild. With the utmost coolness he imme- 
diately pulled the other trigger of his double barrel. The car- 
tridge snapped. "If you will kindly stoop down — " said I, in 
what I now remember to be rather an exaggeratedly polite tone. 
As F.'s head disappeared, I placed the little gold bead of my 405 
Winchester where I thought it would do the most good, and 
pulled the trigger. The lion rolled over dead. "Good!" said 
F. ; "I congratulate you on your first lion." 
Stewart Edward White : The Land oj 'Footprints (abridged)* 



: By permission of Doubleday, Page and Company. 



244 FINDING WORDS IN THE DICTIONARY 

How does Stewart Edward White begin and end this 
story? Which are the most exciting sentences? Read 
the sentences aloud to see what each adds to the story. 

Remember: Every account of a happening has a beginning, 
a middle, and an end. 
Every sentence in a story must tell something about the story. 

Make a blackboard class outline. Outline the events 
of the story by Stewart Edward White under three main 
heads: I. Beginning; II. Middle; and III. End. 

57. Outlining a Personal Experience. Talk about the 
things that might happen to make good stories for the 
following. Outline one of them about your own expe- 
riences. 

1. Why you were tardy. 4. How you won the game. 

2. A narrow escape. 5. A funny mix-up. 

3. Your most exciting trip. 6. How you earned your first dollar. 

Finding Words in the Dictionary. Look at the top of 
page 236 in Webster's " New International Dictionary " : 

blaze 236 blended 

The word on the left names the first word on the page. 
The word on the right names the last word. This page, 
then, contains all the words that are alphabetically 
arranged between blaze and blended. The word bled 
would come on this page because ble follows bla, and bled 
would come before blen. 

Remember: Locate a word in the dictionary first by the initial 
letter guide. Then locate it on the page by finding at the 
top of the page the letters with which it begins. 



THE SIMPLE SUBJECT 245 

58. The Simple Subject. In the following sentences pick 
out the chief words that are talked about : 

1. The lion in the jungle roared. 

2. The size of the beast was great. 

In the first sentence "lion" is called the simple subject 
because it is the chief word talked about. What is the 
simple subject in the second sentence ? 

Remember: The chief word of the subject is called the simple 
subject. 

Find the simple subjects in the selection on page 243 

or in sentences the teacher will dictate. 

5lX 59. A Pronunciation Game. Write on a star : 

chocolate (not "choc 'late") champion (not " champeen") 
accurate (not " akerate ") penwant (not "pendant") 
pumpkin (not "punkin") than (not "then") 

A Talk to the Class. Tell the class the story that you 
have outlined. 

60. Writing a Narrative Paragraph. Write as a paragraph 
the talk you have given. Use as title "An American 
Boy's (or Girl's) Experience." 

Correct your paragraph in class. Ask yourself the 
following questions about your own paper : 

1. Is the handwriting as good as possible? 

2. Are the chief words of the title capitalized? 

3. Is the paragraph indented ? Is a proper margin observed ? 

4. Are any of the words misspelled? 

5. Is each sentence as good as you can make it? 

Copy the corrected story on page 17 of the booklet 
about America. 

BOL. EL. EV. ENG. 17 



PROJECT XLVII. MAKING A JOKE BOOK 

61. Conversation. Where is the funniest thing in the 
following poem ? 

Franklin's Wit 

1 Franklin, one night, cold and wet to his skin, 
Stops on his journey at a public inn. 

Much pleased, he sees the kindling flames arise, 
But, luckless sage, perceives with distant eyes 
A motley crowd monopolize the heat, 
Each firm upon his chair, maintain his seat. 

2 "Ho !" cries the doctor, never at a loss, 
"Landlord, a peck of oysters for my horse." 
"Your horse eat oysters?" cries the wondering host. 
" Give him a peck, you'll see they won't be lost." 
The crowd, astonished, rush into the stall : 

"A horse eat oysters — what, with shells and all?" 

3 Meanwhile our traveler, as the rest retire, 
Picks the best seat at the deserted fire, 

A place convenient for the cunning elf 

To roast his oysters and to warm himself. 

The host returns — "Your horse won't eat them, sir." 

"Won't eat good oysters ! He's a simple cur ! 

I know who will," he says in merry mood. 

"Hand them to me, a horse can't know what's good !" 

How did Franklin use his quick wit? Show that 
the crowd was curious and unthinking. How do you 
think the people felt when Franklin ate the oysters? 

Read the poem aloud to bring out the fun. 

Handwork. You will make a joke book to send to the 
children in a hospital. Take five sheets of paper, size 
246 



COMPOSING A PLAY 247 

8 inches by 1 1-| inches. Drawing paper may be used as 
the cover instead of the fifth sheet. See page 87. 

62. Making a Play of a Poem. Where did this story take 
place? Who are the people in it? Make up names 
for six people in the crowd about the fire. Make up a 
name for the innkeeper, or host. Make up a name for 
the inn. In writing the play, put the names of the speak- 
ers in the margin of the paper, to make them stand out 
well. Put in parenthesis ( ) and underline whatever 
the people in the play do or feel, to make it stand out 
from the speeches. 

Title [Fill in] 

Characters, or Persons of the Play 

[Fill in] [Fill in] 

[Fill in] [Fill in] 

[Fill in] [Fill in] 

[Fill in] _ [Fill in] 

The Scene, or Place [Fill in] 

(Enter Who? Did what? ) 

Franklin. Said what? 
Host. (How?) Said what? 
Franklin. Said what? 

{The crowd Did what?) 

Host (going after crowd). Said what? 

(Franklin Did what ?) 

Host (returning) . Said what ? 

Franklin. (How?) Said what? Did what? 

Writing and Acting a Play. Copy the play in the Joke 
Book on page 5. Fill in all the speeches. Fill in actions 



248 PRONOUNS AND ANTECEDENTS 

and feelings. Play the story in the classroom several 
times, using your own words. 

63. Pronouns. Which of these sentences sounds better ? 

1. Tom threw Tom's coat on Tom's bed. 

2. Tom threw his coat on his bed. 

It sounds very awkward to repeat the word "Tom" 
so often in the first sentence. What word is substituted 
for it in the second? As you have learned, a word 
that is used to stand for another word is called a pronoun. 
" His" is a pronoun. 

The most important pronouns are : 

I you he she it we they who which 

my your his her its our their whose that 

mine yours him hers ours theirs whom what 

me us them 

Point out the pronouns in the poem on page 246. 
Remember: A pronoun stands for a noun. 

64. The Pronoun and its Antecedent. The following 
joke is a puzzle. See whether you can solve it. 

1 A man entering a street car tendered the conductor a dollar 
bill in payment of his five-cent fare. 2 "I'm sorry," said the 
conductor, "but I cannot change a dollar bill." 3 "Well, I'm 
sorry," said the passenger, "for I have nothing else except a 
five-dollar bill." 4 "Oh, I can change that all right," said the 
conductor, and forthwith counted out to the passenger four 
dollars and ninety-five cents. 5 Now why could he not change 
the dollar bill? 6 That is a question that has puzzled many 
people, but it is true that he could not. 

The Youth's Companion 



HOW CONVERSATION IS WRITTEN 249 

Notice where / is used in this story ? For whom does / 
stand in each case? You have learned that the word 
that stands for a noun is called a pronoun. At one 
place the / stands for the conductor ; at another place, 
for the passenger. Find these places. 

Remember: The word for which a pronoun stands is called its 
antecedent. 

What are the antecedents of they, we, us, his, he, it, 
and its, in the stories on pages 248 and 249 ? 

Copying. Copy this puzzle joke on page 7 of your Joke 
Book, making each sentence which gives a speech a sepa- 
rate paragraph. How many paragraphs will there be ? 

65. How Conversation Is Written. When there is an ex- 
tended conversation, in which several persons talk back 
and forth, we usually make the speeches separate para- 
graphs. 

Who are talking in the following paragraph? Read 
the speeches without the explanatory matter. What is 
funny in this joke? 

A Joke on the Boys 

1 Some of Darwin's boy friends once plotted a surprise for 
the naturalist. They slew a centipede, glued on it a beetle's 
head, and also added to its body the wings of a butterfly and the 
long legs of a grasshopper. Then they put the new insect in 
a box and knocked at the great man's door. 

2 "We found this in the fields," they cried with eager voices. 
"Do tell us what it can be." 

3 Darwin looked at the strange compound and then at the boys' 
innocent faces. "Did it hum when you caught it?" he asked. 



25 o IF I WERE AND IF HE WERE 

"Oh yes, sir," they answered quickly, nudging each other, 
"it hummed like anything." 

5 "Then," said the philosopher, "it is a humbug." 
Remember: In conversation each separate speech is usually 

indented and written with quotation marks. 
Copy "A Joke on the Boys" on page 9 of your Joke 
Book, as the teacher dictates it. How many paragraphs 
will there be ? Why ? 

A Grammar Game. Imagine yourself or a classmate 
to be an animal at the zoo. Go the rounds telling what 
you or he would be like ; as, " If / were a giraffe, I'd have 
a long neck." " If he were sl monkey, he'd live in a tree." 
Do not say, "If I was." 

66. An Enunciation Game. Practice the following tongue 
twisters : 

1. She uttered a sharp, shrill shriek. 

2. Susan ceased shining shoes, for she shirked shoe shining. 

A Talk to the Class. Retell Darwin's joke on the boys ; 
or tell how the conductor made change ; or tell another 
good joke that you have read or heard. 

67. Words Misused. Tell why the following joke is 
funny : 

"May I take you apart for a moment?" said one gentleman 
to another, to whom he desired to speak in private. 

"Certainly, sir, if you will promise to put me together again," 
was the reply. 

The first speaker should have used the word aside. 
The following words can be mixed up in absurd ways if 
people do not understand what they mean : 



CORRECT USE OF WORDS 



251 



i. To accept means "to receive" or "to take." To 
except means "to exclude" or "to omit." You accept 
(not "except") an invitation. 

2. To let means "to allow" and is used in asking per- 
mission. To leave means "to depart." Say "Let me 
go," because you are asking permission. Do not say 
"Leave me go." 

Make up ten sentences in which you use these four 
words correctly. 

Conversation. A joke, like a story, always has a 
beginning, a middle, and an end. The pictures on this 
page give the begin- 
ning and the middle 
of a joke. 

In the first picture 
the people think that 
the man who is en- 
tering is a great pi- 
anist. In the second 
picture they are ea- 
gerly waiting to hear 
him play; but after 
he has struck a few notes they discover their mistake. 
(The tool bag will give you a clue.) You are to guess 
what the third picture will be like. 

Who are represented in the first picture ? What are 
they doing ? How are they feeling ? Make up a title 
for the joke. 

How is the second picture different from the first ? 




2 5 2 TABLE OF CONTENTS 

68. A Pronunciation Game. Sound final ing. 

Here is a joke about ing that will make you see how 



important it is to sound it carefully : 

1 Two men were speaking of a certain family. 

- "They made their money in steel 'n iron," said one. 

3 "Stealing iron?" queried his companion in amazement. 

4 "No. I said ' steel and iron'," was the quick reply. 

A Talk to the Class. Tell how you think the joke 
in the pictures on page 251 turned out. 

69. Writing Out a Joke. Outline your story under three 
main heads to stand for the three pictures, the two given 
on page 251 and the one that you have imagined. Write 
the joke as one paragraph. Use as title "You Never 
Can Tell." Copy the joke in the Joke Book. 

70. Writing a Business Letter. Write in your Joke Book 
a business letter to the doctor in charge of the hospital, 
telling him that you are sending a Joke Book for the chil- 
dren. Make an envelope and address it. The best 
letter will be copied and sent with the best Joke Book. 

Printing in the Booklet. Print your name and " Joke 
Book " on the front. of your booklet. Print them on the 
title page (page 1). Draw a picture of a boy or girl 
laughing. On page 3 print the table of contents : 

Table of Contents 

PAGE 

"Franklin's Wit" as a Play 5 

The Dollar Puzzle 7 

"A Joke on the Boys" by Darwin 9 

"You Never Can Tell" n 

A Letter to the Doctor at the Hospital ... .13 



PROJECT XL VIII. WRITING A BOOK ABOUT p 
AMERICA 

71. The Better Speech Club. How does a club differ 
from a party? How does a club meeting differ from a 
regular meeting of the class? Which pupils have pre- 
sided ? In what way is the club helping you ? 

The American missionary where Buomo lives asks you 
the following questions about your talks. Each pupil 
will answer for himself. Talk in class about the ques- 
tions. 

1. Do you speak each time you have talks in class? 

2. Do you think beforehand about what you want to say? 

3. Do you stand straight, away from the desk, and in good 

position ? 

4. Do you look squarely at the faces of the audience? 

5. Do you speak loud enough to be heard? 

6. Do you try to use the exact word for your idea? 

7. Do you try to use new words? 

8. Do you search for the best ideas to put into your talk? 

9. Do you begin well, not with " why " or " and " ? 

^ 72. A Pronunciation Game. Open the mouth wider 
for each successive word : 

(a) fate fat far fall (b) Kate cat car call 

A Talk to the Class. Tell how the Better Speech Club 
is helping you. 

73. Writing a Letter. Write a letter to Buomo in your 
booklet, page 19. Tell him about your Better Speech 
Club. 

253 



254 



SIZE, SHAPE, AND COLOR 




(a) The Cape Buffalo 

1 The cape buffalo is one of the four 
dangerous kinds of African big game, of 
which the other three are the lion, the 
rhinoceros, and the elephant. 2 It is a 
huge beast, tremendous from any point 
of view, whether considered in height, in 
mass, or in power. 3 At the shoulder it 
stands from just under five feet to just under six feet in height. 
4 It is short-legged, heavy-bodied, bullnecked, thick in every 
dimension. 5 In color it is black as to hair and slate gray as to 
skin, so that the individual impression depends on the thickness 
of the coat. 6 It wears its horns parted in the middle, sweep- 
ing smoothly away in the curves of two great bosses either side 
of the head. 7 A good trophy will measure in spread from forty 
inches to four feet. 8 Four men will be required to carry in the 
head alone. 9 As buffaloes when disturbed or suspicious have 
a habit of thrusting their noses up and forward, that position 
will cling to one's memory as the most typical of the species. 
Stewart Edward White : The Land of Footprints (abridged) * 

74. Size, Shape, Color, and Other Peculiarities in Descrip- 
tion. Stewart Edward White draws two pictures of 
African animals by means of words. Here they are at 
the tops of these two pages. Read the two paragraphs 
aloud. Which of these two animals would make the 
better pet? Why? How do they differ in size, in shape, 
and in color? What other peculiarities does each have? 

75. Making an Outline. Make an outline of each animal 
under the main heads of size, shape, color, and other 
peculiarities. 



* By permission of Doubleday, Page and Company. 



VERBS 



255 




(b) The Dik-dik 

1 Among the low brush at the edge of 
the river jungle dwelt also the dik-dik, 
the tiniest miniature of a deer you could 
possibly imagine. 2 His legs are lead- 
pencil size, he stands only about nine 
inches tall, he weighs from five to ten 
pounds; and yet he is a perfect little 
antelope, horns and all. 3 1 used to see him singly or in pairs 
standing quite motionless and all but invisible in the shade 
of bushes, or leaping suddenly to his feet and scurrying away 
like mad through the dry grass. 4 His personal opinion of 
me was generally expressed in a loud clear whistle. 5 But then 
nobody in this strange country talks the language you would 
naturally expect him to talk ! 6 Zebras bark, hyenas laugh, 
impallas grunt, ostriches boom like drums, leopards utter a 
plaintive sigh, hornbills cry like a stage child, bushbucks sound 
like a cross between a dog and a squawky toy — and so on. 
7 There is only one safe rule for the novice in Africa : never 
believe a word the jungle and veldt people tell you ! 

Stewart Edward White : The Land of Footprints * 



76. Verbs. Notice carefully the way the italicized 
words are used : 



Hyenas laugh. 
Zebras bark. 
Hornbills cry. 
This animal — 



— a buffalo. 
9. The lion 



5. That animal a dik-dik 

6. A zebra here. 

7. The dik-dik tiny. 

8. The buffalo big. 

fierce. 



What is the subject in each of these sentences ? Which 
sentences tell something about the subject? Which sen- 



By permission of Doubleday, Page and Company. 



256 WHAT VERBS DO 

tences fail to tell something because the most important 
word is omitted ? 

In the first three sentences the words "laugh," "bark," 
and "cry" tell how the subject acts. They assert some- 
thing about the subject. A word that tells something 
about the subject is called the verb. The verb is the 
simple predicate. 

In the sentences from 4 to 9 the verbs are omitted, and 
so the sentences do not give complete thoughts. In the 
fourth sentence, for instance, we might have, "This ani- 
mal saw a buffalo" or "This animal was a buffalo." 
Supply verbs in sentences 4 to 9. 

These verbs, which tell something about the subject, 
often join another important word to the subject. Tell 
what these important words are in sentences 4 to 9. 

Remember : A verb is a word that asserts something of the sub- 
ject. It may give an action word or it may join some- 
thing important to the subject. 
The verb is the simple predicate. 

Find the verbs in the selections on pages 254 and 255. 

77. Conversation. Write on the board the names of 
animals that live in the mountains, on the plains, or in 
the water in America. Which of these are wild and 
dangerous? Which are tame? Talk about how each 
animal looks in size, shape, color, and other peculiarities. 

Vote for the animal that you wish to describe for Buomo. 

Making a Blackboard Class Outline. Outline for the 
animal you have chosen all that you think should be given 
to make Buomo see it. 



CORRECTING A PARAGRAPH 257 

78. A Breathing Game. Rise, and while the teacher 
counts five, slowly raise the arms and inhale. Lower the 
arms and exhale while she counts five. Repeat five times. 

A Talk to the Class. Describe the American animal you 
have chosen. Compare it to something in Buomo's land. 

79. Writing a Description. Write the description of the 
animal for which you have made the outline. Read 
again Stewart Edward White's descriptions. Try to use 
a sentence that shows that you too are observant. 

Correcting a Descriptive Paragraph. In class hold your 
paper before you and consider the following questions : 

1. Is the handwriting careless? 

2. Is the title written in the middle of the first line? Are the 

chief words capitalized? 

3. Is the paragraph indented? Is there a margin of an inch? 

4. Enlarge the periods. Does each sentence have the subject 

properly expressed? Underline the subject of each sen- 
tence. How many sentences have you used? Number 
each as the sentences in Stewart Edward White's descrip- 
tions are numbered. 

5. Is each word correctly spelled ? 

6. Have you followed your outline ? 

7. What did you bring in to show that you have observed or 

read about this animal? 

Improve your paragraph by making corrections on the 
paper. 

80. Copying a Descriptive Paragraph. On page 21 of your 
book about America copy the corrected paragraph. Make 
this the best paragraph you have done so far. 

Read the descriptions aloud in class and vote for the best. 



PROJECT XLIX. PLANNING A HOUSE 



81. Difference between a House and a Home. The Arab 
has his home in the desert, and his home is a tent, not a 
house. A miserly man may live alone in a large house 
but it will never be a home. A house is a structure, fixed 
at one place. A home is a dwelling place, whether tent 
or house, where a family live. Tell about the most pleas- 
ant home you were ever in. 

Here we have pictured the rooms in the kind of home 
that a successful business man might have for his family. 
There will be a father and a mother, a son and a daughter 
and a three-year-old child. Give them names. What 
might they like to do in these different rooms ? 

A comfortable home is a house in which there is enough 
room for the various daily acts to be done pleasantly. 
Look at the pictures across these two pages and tell 
where the family would keep things, receive friends, read 
and study, eat, prepare food, and heat the house. 

82. Conversation. To which pictures do these two 
poems apply best ? 



(a) Kind hearts are gardens. 
Kind thoughts are roots. 
Kind words are blossoms. 
Kind deeds are fruits. 



(b) Seldom " can't,' 
Seldom "don't,' 
Never "shan't,' 
Never "won't." 




A PARAGRAPH OF INFORMATION 



259 



What tasks would boys and girls have a chance to do 
in the rooms pictured here ? Where would they have a 
chance to show politeness and kindness ? Find a defi- 
nition of politeness on page 217. In which rooms 
would the family be together most often? Tell some- 
thing you should not do in any one of these rooms. 

Copy from dictation the stanzas on the other page. 

83. Writing a Paragraph of Information. Make an outline 
of six polite things a boy scout or a camp-fire girl can do 
at home. Write a paragraph from the outline. 

84. Conversation. Look closely at each picture on these 
pages. Write on the board things that would be found 
in each room. Which things are the hardest to keep 
clean? Why? What things are needed in each room 
to make it comfortable? Why? Where is the best 
place for the telephone? What things can people do 
without, if they must economize? Why? 

Make a list of words from home; from house. 
N 85. A Pronunciation Game. Sound ch like tsh. 



chin 


chose 


cAaff 


flinch 


arch 


much 


ch&fe 


church 


lunch 


child 



A Talk to the Class. Tell the class how to take care of 
one of the rooms on this page. 




260 



HOW TO ASK A QUESTION 



86. Conversation. Here you see pictured the private 
living rooms of the various members of the family. Which 
would be the hardest rooms to keep clean? Why? 
Which bedroom would be easiest to arrange each day? 
Why? What do you find in each room? What would 
be in the nursery ? 

What do you think the boy and the girl would like 
in their rooms? How do you have your room arranged 
at home? How should you like to have it? 
fa 87. A Pronunciation Game. Give the right sounds : 

piano (not "pie-anner") 
your (not "yore") 
hoist (not "hist") 

A Talk to the Class. Tell how you would like to have 
your bedroom furnished. 

88. How to Ask a Question. You have learned that a 
question always closes with the interrogation mark. 
How do the following sentences differ ? 

Heard you the noise? 
You heard the noise. 

Remember: In a statement the subject is usually placed before 
the action word, or verb. 
In a question the verb is usually placed first. 



forest (not "four-est") 
Italian (not " eye-talian ") 
forehead (not "fourhead") 




fATH£f?AND MOTHffiS fiOOM 



THE VERB PHRASE 



261 



How do the following sentences differ ? Which is the 
easier to say ? Which do you hear more frequently ? 

Heard you the noise ? 
Did you hear the noise ? 

A verb may consist of more than one word. Here the 
two words did hear make the verb. A verb of more than 
one word is called a verb phrase. 

Remember: A verb of more than one word is called a verb 
phrase. 

Ask questions, inserting names of members of the 
family as subjects : 

1. Did practice her music lesson 

2. Has gone to the cellar for coal 

3. Is cooking vegetables for dinner 

4. Have read that last story 

5. Shall dust the piano in the living room 

6. Where did put the broom 



A Grammar Game : May and Can. May (not can) is 
used in asking permission. Let each pupil ask the teacher 
for permission to do something in this house. Try to 
make each request different. 




BOL. EL. EV. ENG. 18 



A BUSINESS LETTER 



89. Writing a Business Letter. Find out the name of a 
local real estate dealer. Write him a business letter with 
the request that he send you the floor plans of a house. 
See page 171 for the correct form of a business letter. 

Draw an envelope and address it in full. 

Correcting and Copying. In class copy the letter on the 
board. Each pupil will move one space to the right 
and correct his neighbor's letter. At your seat write 
your letter again with all the improvements in it. The 
best letter will be sent. 

Compare the envelope with the correct form on page 54. 

90. Conversation. On this page is given the floor 
plan of a house. How is the size of a room shown? 
How does the drawing show the openings from room 
to room? How does the drawing show windows? 
What else have you noticed about the drawing? 

Find the built-in fireplace, the sink, and the pantry. 

Handwork. Draw a 
plan of the first floor 
of a house that you 
would like to have, 
or live in. Be ready 
to tell why you would 
like the house. 

Place the drawings 
along the blackboard 
ledge and observe 
them. Vote for the 
one you consider best. 




PROJECT L. WRITING A BOOK ABOUT 
AMERICA 

91. Politeness in Writing Letters. In letter writing the 
proper form should always be followed carefully, because 
to begin abruptly and plunge into the letter without the 
proper salutation, or to close abruptly, is just like bumping 
rudely into a person on the street. 

But not only should the form of the letter be polite, 
the contents of the letter should be polite. Abraham 
Lincoln once taught a prominent man a very good lesson 
about politeness in writing letters. 

During the Civil War a certain officer had disobeyed or failed 
to comprehend an order. "I believe I'll sit down," said Secre- 
tary Stanton, "and give that man a piece of my mind." 

"Do so," said Lincoln. "Write him now while you have it 
on your mind. Make it sharp. Cut him all up." 

Stanton did not need a second invitation. It was a "bone 
crusher" that he read to Lincoln. 

"That's right," said Lincoln. "That's a good one." 

"How shall I send it?" mused the Secretary. 

"Send it!" replied Lincoln. "Why, don't send it at all. 
Tear it up. You have freed your mind of the subject, and that 
is all that is necessary. Tear it up. You never ought to send 
such letters. I never do." 

Remember: You cannot take back what you say in a letter. 
Be 



Writing a Letter. Write Buomo a letter about how 
American boys and girls behave in their homes. Quote 
one of the stanzas on page 258. Correct the letter and 
copy it on page 23 in the booklet about America. 

263 



264 ACCURACY IN DESCRIPTION 

92. Accuracy in Description. A clear and accurate de- 
scription often makes so vivid a picture that it could be 
drawn. How should you make a drawing to suit the 
following description of an African house ? 

An African House 
1 The house consisted of three large circular huts, thatched 
neatly with papyrus stalks, and with conical roofs. 2 These 
were arranged as a triangle, just touching each other ; and the 
space between had been roofed over to form a veranda. 3 We 
were ushered into one of these circular rooms. 4 It was spacious 
and contained two beds, two chairs, a dresser, and a table. 

5 Its earth floor was completely covered by the skins of animals. 

6 In the corresponding room, opposite, slept our hosts ; while 
the third hut was the living and dining room. 7 There were 
a long table, rawhide bottomed chairs, a large sideboard, book- 
cases, a long easy settee with pillows, gun racks, photographs 
in and out of frames, a table with writing materials, and books 
and magazines everywhere — not to speak again of the skins of 
many animals completely covering the floor. 8 Out behind, in 
small separate buildings, functioned the cook, and dwelt the 
stores, the bathtub, and other such necessary affairs. 

Stewart Edward White : African Camp Fires * 

How t does this house differ from an American house ? 

Which would be the more comfortable house for you? 
Why? Which would be the safer house? Why? 

Make an outline of all the facts that Stewart Edward 
White gives about the African house. Group related 
points together. 

93. Handwork. Draw a ground plan of the African house 
as it was described. Draw a front view of the house. 



! By permission of Doubleday, Page and Company. 



CORRECT USE OF WORDS 265 

Correct Use of Words. Observe the following : 

1. Almost and most are often confused. Almost means 
"nearly"; as, "This is almost finished." Most means 
"the greatest amount, or quantity"; as, "He did most 
of the work." 

Do not shorten almost to most, when you mean " nearly." 

2. Like and as are often confused. When ycu con- 
nect sentences in a comparison, you should use as, not 
like. Say, "She thinks as I do" (not "like I do"). 

Like is only used in comparisons with words; as, 
"This book is like that book" (meaning "similar to 
that book"). 

94. An Enunciation Game. Make wh sound like blow- 
ing a feather. 

Wh&,t made White Whitney whittle, whistle, whisper, and 
whimper near the wh&rl where ivheezing whales wheeled and 
whirled ? 

A Talk to the Class. Compare Buomo's house with an 
American house. Use Stewart Edward White's descrip- 
tion for Buomo's house. 

A committee of four pupils will stay in the back of 
the room with the teacher and rise if they cannot hear 
the speakers. A pupil will preside. Speakers will address 
the chair to get permission to speak. 

Voting for the Best. Who stood away from the desk 
and in good position? Who could be heard in the back 
of the room? Who looked straight at the faces of the 
audience? Who made an interesting picture of the two- 
kinds of houses ? 



266 



SYNONYMS 



95. Words that Have about the Same Meanings. Do the 
italicized words have the same or different meanings in 
the following sentences? 

j A four-story structure stood on the corner. 
[ A four-story building stood on the corner. 

A ship lay at anchor in the harbor. 

A vessel lay at anchor in the harbor. 

The words structure and building mean just about 
the same thing ; also ship and vessel. Words that mean 
about the same thing are called synonyms. Try to add 
to your vocabulary all the synonyms you can learn and 
use them in conversation. It is always wise to find out, 
too, the slight differences in meaning. Many people, 
for instance, might use house and home as if these words 
meant exactly the same thing, but you know better. 

Remember: Get variety in words by using synonyms, or words 
that mean about the same thing. 

A Written Exercise. Arrange the following- words 
in groups of two or three words, each group to consist 
of synonyms : 



raise 


severe 


told 


courtesy 


turn up 


beams 


rude 


noble 


ghostly 


sorrow 


slender 


sadness 


loud 


courageous 


reported 


worthy 


impolite 


thin 


discourteous 


politeness 


weird 


harsh 


lift 


sharp 


brave 


stern 


said 


good 


rays 


keen 


go back 


restored 


return 


returned 


gave back 


Blackboard Sentence Work. 


Write sentences with these 


synonyms. 











MAKING AN OUTLINE 



267 



96. Conversation. What is the difference between a 
regular house and a two-family house? What is the 
difference between a regular house and an apartment, 
or flat? Which should you rather live in? Why? 

Select a house in your community to describe for 
Buomo. Take one near the school, if possible, so that 
every pupil can see it. You want to make an accurate 
description. What should you tell about that house so 
that Buomo could draw it? 

97. Making an Outline. Make an outline according to 
the following heads. Mark the subtopics with capital 
letters : 

An American House 



I. Outside view from across 


the street 


A. 


Materials 




B. 


Size 




C. 


Shape 




D. 


Color 




E. 


Other peculiarities 


jSi 


I. Inside arrangement 


A. 


Floor plan 




B. 


Various rooms 





98. A Pronunciation Game. The vowels in the fol- 
lowing words are sounded like a in "grasp." Write 
the words on five-pointed stars and pronounce them : 



-ft 



aunt 



fast 
past 



blast 
cast 



grasp 
last 



mast 
task 



268 CORRECTING A DESCRIPTION 

A Talk to the Class. Hold your outline before you and 
follow it in giving your talk. Describe the American 
house you have selected. 

Let a pupil preside at a Better Speech Club meeting. 

99. Writing a Description. Follow your outline in de- 
scribing an American house for Buomo. Try to have a 
particularly good beginning sentence. 

Did you speak of each one of the subtopics of the out- 
line? Which of these subtopics were so important that 
you gave a sentence to each ? Which could be brought in 
without using a complete sentence for it? Have you 
described the house so clearly that Buomo can see a 
picture of it ? 

Criticizing a Description. Exchange papers in class. 
Correct the following : 

1. Is the handwriting good or poor ? 

2. Is the title put at the right place? Are the chief words 

capitalized ? 

3. Is the paragraph indented ? Is the margin an inch wide? 

4. Are any words misspelled ? 

5. Enlarge the periods, to mark off the sentences. 

6. Underline the subject of each sentence. 

7. If the picture is not clear, what suggestion can you make to 

improve it? 

100. Copying a Description. Copy the corrected com- 
position on page 25 in the book for Buomo. Make your 
handwriting the best you have in the book. Examine 
each sentence carefully. 

Reading Aloud. Read the compositions aloud in class. 



PROJECT LI. A "BOOM YOUR STATE" 

CAMPAIGN 

< 

101. Finding the Facts. You will now play reporters 
and find answers to the following questions. Talk about 
them in class and at home. Read up about them. 

i. Historical interest. Who first settled your state? 
Where did they settle? What nationality were they? 
Who were the first leaders in the state? When did the 
first settlers come? Why? Are there any historical 
buildings or relics in the state for a visitor to see ? 

2. Industrial or commercial interests. Is there a store 
for visitors to see? Why is it interesting? Is there 
a factory ? Where ? What is made there ? Is there 
an important plant? Are there great mines of any 
kind? 

3. Public buildings. Where are they? Why are they 
of interest ? 

4. Parks or amusement places. What are they ? What 
should one see there? Why? 

5. Educational institutions. Where is each one? 

6. Wonders of nature or natural scenery. Where are 
they ? Which is most beautiful ? 

Making an Outline. Make an outline of what a stranger 
should see in your state. Use as main heads : 

I. Historical Interests 

II. Industrial or Commercial Interests 

III. Public Buildings 

IV. Parks and Amusements 
V. Educational Institutions 

VI. Beauties of Nature 
269 



270 OFF-ON-A-TRIP SPELLING GAME 

102. A Pronunciation Game. Ch is pronounced like 
sh (she) in the following words. Write them on a 



checkerboard. 

Chicago c/zaperon chauffeur 

mac/zine chandelier c/nffonier 

chagrin c/zivalry crochet 

A Talk to the Class. Tell the class about one of the 
places that a stranger should visit in your state. Tell 
why he should see it. 

Divide the class into six groups to suit the six parts 
of the outline on page 269. Let a pupil preside. 

103. Study of a Poem. Read the poem on the opposite 
page. Which parts of the poem suit your state? Pick 
out all the words that describe scenery. Which parts 
of the poem could be illustrated? Draw one. 

Copy the poem as a dialogue between a Child and a 
Traveler. How are the speeches indicated in the poem ? 
See page 247 for a model of a dramatic dialogue. 

Let different pupils take turns reading the two parts. 

Off-on-a-Trip Spelling Game, (a) Each pupil repeats the 
statement, "I am off on a trip and shall take the train 
for — " and then tells where by spelling a word beginning 
with the second letter of the place the previous speaker 
used. First speaker, Alaska. Second speaker, London. 
Third speaker, Omaha, (b) Each pupil repeats the ex- 
pression, "I am off on a trip and shall take my — " and 
then tells what. First speaker, scissors; second speaker, 
coat; third speaker, overcoat, etc. This game develops 
quick thinking and accurate spelling. 



STUDY OF A POEM 271 

Over the Hill 

1 " Traveler, what lies over the hill? 

Traveler, tell to me : 
I am only a child — from the window sill 
Over I cannot see." 

2 " Child, there's a valley over there, 

Pretty and wooded and shy ; 
And a little brook that says, ' Take care, 
Or I'll drown you by and by.' " 

3 "And what comes next?" "A little town, 

And a towering hill again ; 
More hills and valleys, up and down, 
And a river now and then." 

4 "And what comes next? " "A lonely moor 

Without a beaten way ; 
And gray clouds sailing slow before 
A wind that will not stay." 

5 "And then?" "Dark rocks and yellow sand, 

And a moaning sea beside." 
"And then?" "More sea, more sea, more land, 
And rivers deep and wide." 

6 "And then?". "Oh, rock and mountain and vale, 

Rivers and fields and men, 
Over and over — a weary tale — 
And round to your home again." 

George Macdonald 



272 HOW DISCUSSION DIFFERS FROM CONVERSATION 

104. How to Discuss a Subject. In a real discussion 
something good may be said on both sides. A discussion 
therefore becomes a searching out of the facts, to find 
out which side has the greater amount of truth in it. 

Prove that both of the following remarks have some 
truth in them. 

1 "The rolling stone gathers no moss," quoted the man who 
had never been outside his home county. 

2 "True," rejoined the globe-trotter, "but it acquires an 
enviable polish." 

What do we mean by "globe-trotter"? How does 
traveling supplement, or add to, school education? 

With which remark does the saying that a man is 
"Jack of all trades but master of none" fit? Why? 

What is the good thing that can be said of each remark ? 

What is the bad thing that can be said about (1) 
sticking to one place all your life, and (2) moving about 
or traveling all the time ? 

Discussion. Choose one of the following subjects 
and outline good and bad points for it : 

1. Should you rather go on an excursion by boat or by train? 

2. Should you rather live in the country or in the city? 

105. Writing an Opinion. Write out your opinion for 
the subject you outlined in the discussion. 

In class write the paragraphs on the board. Then 
each pupil will move one place to the right and correct 
the paragraph. 

Copy the paragraph again with better handwriting 
and no mistakes. 



HOW TO MAKE A REQUEST 273 

106. How to Answer a Question. There is a courtesy 
in answering questions that every boy and girl should 
know. It is always more polite to say, "Yes, Mr. Jones," 
or "Yes, sir," than merely an abrupt "yes." 

Do not begin an answer with " Why-a." 

In answering a question try to make your answer 
complete. You can do this best by repeating part of 
the question in your answer. 

1 How do you go by water from Albany to Galveston? 

2 You go by water from Albany to Galveston, first, by taking 
the river boat from Albany to New York, and next, by taking 
the coastwise steamer from New York to Galveston. 

An answer should be accurate as well as complete. 
For instance, to mention only the river boat and forget 
the coastwise ' steamer would make the above answer 
incomplete. But to say that you took an Ohio River 
boat would be inaccurate. 

Remember: Answers should be accurate, complete, and polite. 

How to Make a Request. In traveling there are many 
times when it is necessary to make requests. A polite 
manner will smooth over many a difficulty and bring 
you what you want, whereas rudeness or abruptness will 
antagonize people. 



Hearts, like doors, will open with ease f^—l 
f /To very, very little keys ; 
\y/ And don't forget that two of these H 

Are "/ thank vou" and "If you Mease." 1^~™J 



2?4 WRITING A LETTER 

107. Writing Questions and Answers. Write five ques- 
tions that might be asked a person in traveling. Write 
five answers. Put both questions and answers in polite 
form and make them accurate and complete. 

Dictation. Copy the stanza at the bottom of page 

273- 

108. Conversation. On the opposite page is given an 

actual time-table. What do the numbers designate? 
Are more trains running on week days or on Sundays? 
Why? Which seem to be the most important stations? 
What do the footnotes mean at the bottom of the time- 
table ? Which train stops at every station ? Which 
trains make the fewest stops ? How long does it take to 
go from New York to Camp Dix ? 

Talk about the various places to which you could go 
in your state. Look up trains. Outline how you w r ould 
go to reach the place you have selected. 
. 109. A Pronunciation Game. Sound the short vowels, 
*"* in the words and alone : 

am end ill odd up 

A Talk to the Class. Tell how to go from your town to 
the place you have selected. Follow your outline. 

no. Writing a Letter. Write an open letter to the public 
telling them what they should see in your state. 

Try to use two of the following convenient phrases : 
for example in the first place 

therefore on the other hand 

above all in general 



HOW TO USE A TIME-TABLE 



275 



UNITED STATES RAILROAD ADMINISTRATION 
Walker D. Hines, Director General of Railroads 

Pennsylvania Railroad — Eastern Lines 

TRAINS BETWEEN 

Trenton and Camp Dix 

Subject to change without notice. 




Week days 


Sundays 


2563 


2567 


2571 


2573 


2585 


2713 


2725 


2727 


Leave 


A. M. 

6.00 
6.00 
u6.03 
6.22 
6.32 
6.41 
6.52 
7.04 
7.40 


A. M. 

9.20 
9.18 
u9.21 
9.43 
9.52 
10.01 
10.14 
10.23 
10.58 


P. M. 

1.24 
1.20 
ul.23 
1.47 
1.56 
2.05 
2.15 
2.24 
2.56 


P. M. 

3.34 

3.30 

u3.33 

c3.57 

c4.07 


P. M. 

7.00 
7.00 

u7.03 
7.22 
7.31 

a 7.39 


A. M. 

9.00 

9.00 

u9.03 

a 9.22 


P. M. 

2.08 

2.00 

u2.03 

2.31 

a 2.40 


P. M. 

7.00 
7.00 

u7.03 
7.22 
7.31 

a 7.39 


N. Y. \ Hudson Term 

Jeisey City, N. J. (Exch. Place) 


Elizabeth, N. J 


Rahway, N. J _ 

Metuchen, N. J 

New Brunswick, N. J 












7.55 
8.30 






7.55 
8.30 


Trenton, N. J. (Clinton St.) Ar 


4.58 


10.14 


3.29 


Trenton, N. J. (Clinton St.) ...I,v 


8.05 

8.07 
f 8.09 

8.17 
f 8.19 

8.22 


11.10 
11.12 
fll.14 
11.22 


3.00 

3.02 

f 3.04 

3.18 


5.08 
5.11 


8.50 
8.52 


10.45 
10.47 


3.45 
3.47 


8.53 
8.55 






5.20 


9.01 


10.56 


3.56 


9.05 


Fieldsboro. N. J 

Kinkora, N. J. Arrive 


11.27 


3.23 


5.25 


9.06 


11.01 


4.01 


9.10 


Kinkora, N. J Leave 

Day, N. J 


8.28 
f 8.32 


11.29 


3.27 
f 3.31 
f 3.33 

f 3^39 


5.30 
f 5.34 
f 5.36 

5.39 
f 5.42 


9.08 


11.03 


4.03 


9.12 


Sharp, N. J 

Columbus, N. J 

Folwell, N. J 


f 8.34 

8.37 

f 8.40 












fll.38 


f 9.17 


fll.ll 


f 4.11 


f 9.20 












Jobstown, N. J .'. 

Pine Lane, N. J 

Ellis, N. J 

Juliustown, N. ,J 

Camp Dix, N. J Arrive 


8.43 

f 8.44 

f 8.46 

8.49 

8.58 

A. M. 


f 11.44 


3.42 

f 3.43 

f 3.45 

3.48 

4.00 

P. M. 


5.45 

f 5.46 

f 5.48 

5.51 

6.00 

P. M. 


f 9.23 


fll.17 


f 4.17 


f 9.26 












f 11.48 
12.00 

Noon 


f 9.27 
9.40 

P. M. 


f 11.22 
11.35 

A. M. 


f 4.22 
4.35 

P. M. 


f 9.31 
9.43 

P. M. 


" a" Stops only on signal or notice to Agent to receive passengers. 

" c " Stops only to receive passengers. 

" f Stops only on signal to Agent or Conductor to receive or discharge passengers. 

" u" Hudson and Manhattan R. R. Station. 



Begin "Dear Reader." Confine yourself to the one 
thing you have selected. 

Improve the letter. Copy it. The best letter will be 
sent to a local paper. 



PROJECT LII. 



WRITING A BOOK ABOU' 
AMERICA 



THE WEATHER. 



WASHINGTON, Oct. 5. — Air pressure is 
high off the Atlantic coast and over the Rocky 
Mountain and plateau region and it is low in the 
region of the Great Lakes and the Rio Grande 
Valley. This pressure distribution has been 
attended by warm weather generally east of the 
Mississippi River. 

Rains have been general within the last twenty- 
four hours east of the Rocky Mountains, except 
in the Middle Atlantic and South Atlantic States. 
Heavy local rains fell in Northern Texas, Okla- 
homa. 

The outlook is for showery weather Monday 
and clearing weather Tuesday with lower tempera- 
tures in the Middle Atlantic and New England 
States. 

Winds Off Atlantic Coast. — North of Sandy 
Hook, Sandy Hook to Hatteras, moderate south 
and southeast, overcast showery weather. 

FORECAST TO-DAY AND TUESDAY 

Eastern New York, Eastern Pennsylvania, 
New Jersey — Showers and probably thunder- 
storms Monday, somewhat lower temperatures; 
Tuesday fair and cooler. 

New England — Showers Monday ; Tuesday 
clearing, with somewhat lower temperature in 
interior. 

The temperature record for the twenty-four 
hours, ended at 11 p.m., taken from the ther- 
mometer at the local office of the United States 
Weather Bureau, is as follows : 



3 A.M.. , 
6 A.M.. 
9 A.M.. . 

[2 noon 



1918 1019 

■Si 63 

•52 62 

.56 62 

.64 65 



1918 1919 

4 P.M 68 76 

6 p.m 66 75 

9 p.m 64 74 

II P.M 63 70 



This thermometer is 414 feet above the street 
level. The average temperature yesterday was 
68; for the corresponding date last year it was 
60; average on the corresponding date for the 
last thirty-three years, 60. 

The temperature at 8 a.m. yesterday was 62, 
at 8 p.m. it was 73. Maximum temperature 
76 degrees at 4 : 20 p.m., minimum 61 degrees at 
10 a.m. Humidity 98 per cent at S a.m., 85 per 
cent at 8 p.m. 

The barometer at 8 a.m. yesterday registered 
30.05 inches ; at 8 p.m. it stood at 29.98 inches. 

276 



in. Telling What 
Something Means. Ex- 
planation is telling what 
something means, or 
how to do or make 
something. To explain 
something right you 
must do two things : 

1. Learn the facts. 

2. Tell them clearly and 

in right order. 

On this page is given 
a weather report from a 
daily newspaper. Look 
at it carefully. If 
there is a word that 
you do not understand, 
where can you rind 
the meaning ? Look 
it up. 

Be ready to explain 
to the class what the 
different things mean in 
this report. How are a 
thermometer and a ba- 
rometer used in judg- 
ing the weather? 



GIVING EXAMPLES 



277 



dew 


freshet 


ice 


icicle 


sunset 


moonbeam 


sunrise 


sunbeam 


flood 


drought 


Find 


the k, tsh, and 



Conversation. Talk about the following in class. 
Describe them. Tell how they are caused. 

rain sleet 

snow cloud 

hail fog 

thunder rainbow 

lightning frost 

a 112. A Pronunciation Game. 

^ sh sounds of ch : 

choir orchard c/zarade Christmas c/zestnut c/zamois 
A Talk to the Class. Imagine that you are one of the 
following speaking. Begin, "I am a — " Then tell: 
(1) What makes it, how it is formed, or what it is ; (2) 
what it looks like, or how you know it is here ; and (3) 
what harm (or good) it does. 

1. I am Thunder. 

2. I am Lightning. 

3. I am Sleet. 

4. I am a raindrop. 

5. I am a snowflake. 

6. I am a hailstone. 

7. I am a flood. 

8. I am a freshet. 

9. I am an icicle. 
10. I am a cloud. 

113. Explaining What Proverbs Mean by Giving Examples. 
A proverb tells a truth in striking form. It is based upon 
thousands of personal experiences that turned out that 
way. The best way to make a proverb clear is to imagine 
a personal incident that would illustrate it. 

BOL. EL. EV. ENG. 19 



II. 


I am Jack Frost. 


12. 


I am Dew. 


13- 


I am Ice. 


14. 


I am a fog. 


i5- 


I am a rainbow. 


16. 


I am a drought. 


17- 


I am a moonbeam. 


18. 


I am a sunbeam. 


19. 


I am a sunrise. 


20. 


I am a sunset. 



278 ADJECTIVES AND ADVERBS 

Talk about what the following African proverbs mean : 

1. A kind act in the hour of need sometimes makes an enemy 

a friend. 

2. One who goes hunting for trouble is sure to find it. 

3. We often hurt ourselves in trying to hurt others. 

4. It is not always wise to do everything you see others do. 

5. Wisdom is not always with the strong and mighty but often 

with the smallest and most harmless. 

Writing a Blackboard Class Paragraph. Copy the proverb 
on the board. Imagine an incident to prove that the 
proverb is true. Use animals as characters. 

Dictation. Copy the fable you have made in class, 
or the proverbs. 

114. Words that Modify : Adjectives and Adverbs. What 
does the word modify mean in the following sentences ? 

1 . The class modified its plans on account of the storm. 

2. The ship modified its course at sea. 

3. He modified his remarks about the weather. 

To "modify" is to change in some way. In English 
we have certain describing words whose business it is to 
modify other words. These words are called adjectives 
and adverbs. 

Notice how the following expressions differ : 

1. day (unmodified, might be fair or cloudy) 

2. bright day (modified by bright to mean only a clear day) 

3. rainy day (modified by rainy to mean an unpleasant day) 

4. run (merely the act of running) 

5. run fast (modified by telling how the running was done) 

6. run slowly (modified to tell how the running was done) 



WORDS THAT MODIFY 279 

Modifying words tell how something is done or what 
something is like. Modifying words are of two kinds 
according to the words they modify. 

Remember: An adjective modifies a noun or a pronoun. 
An adverb modifies a verb, an adjective, or another adverb. 

Find adjectives and adverbs in the following selection : 

The Passing of an African Storm 

I Abruptly the storm passed. 2 It did not die away slowly 
in the diminuendo of ordinary storms. 3 It ceased as though 
the reservoir had been tipped back again. 4 The rapid drip drip 
drip of waters now made the whole sound. 5 All the rest of 
the world lay breathless. 6 Then, inside our tent, a cricket 
struck up bravely. 

7 This homely, cheerful little sound roused us. 8 We went 
forth to count damages and to put our house in order. 9 The 
men hunted out dry wood and made another fire. 10 The 
creatures of the jungle and the stars above them ventured 
forth. 

II Next morning we marched into a world swept clean. 12 The 
ground was as smooth as though a new broom had gone over it. 

13 Every track now was fresh, and meant an animal near at hand. 

14 The bushes and grasses were hung with jewels. 15 Merry 
little showers shook down from trees sharing a joke with some 
tiny wind. 16 White steam rose from a moist, fertile-looking 
soil. 17 The smell of greenhouses was in the air. 18 Looking 
back we were stricken motionless by the sight of Kilimanjaro, 
its twin peaks suspended against a clean blue sky, fresh snow 
mantling its shoulders. 

Stewart Edward White : The Land of Footprints * 



* By permission of Doubleday, Page and Company 



28o 



HOW WORDS ARE FORMED 



Word Study. Tell what kind of day and what season 
of the year the following words suit best : 

sultry damp rainy windy hot 

cool foggy melting close wet 

misty drizzling dry dark exhilarating 

gusty torrid gloomy showery brilliant 

bracing humid freezing variable sparkling 

115. How Words are Formed: Prefixes. The following 
prefixes are often used in forming words : 



ante, before 


de, from, off, down 


re, back, again 


circum, around 


hemi, half 


semi, half 


con, com, with 


post, after 


sub, under 


contra, against 


pre , before 


trans, across 



rebound 


postscript 


semicircle 


degrade 


construct 


antedate 


hemisphere 


anteroom 



Consult the above list and tell the meanings for the 
following words : 

transport circumnavigate 

submarine semiannual 

contradict predigested 

compose reconstruct 

Look in the dictionary when you are in doubt. 
Forming Adjectives from Proper Nouns. Proper adjec- 
tives are formed from proper names of countries : 

America — American Armenia Porto Rico 

Mexico — Mexican Europe Cuba 

Peru — Peruvian Egypt Greece 

Portugal — Portuguese Persia Canada ■ 

Turkey — Turk Japan Italy 

Belgium — Belgian Australia Chile 



HOW ADJECTIVES ARE FORMED 281 

I. What changes were made in the words in the first 
column to form proper adjectives? 2. Fill in the proper 
adjectives in the blanks in the other columns. 

The words North, South, East, and West are begun with 
capital letters when they mean sections of the country. 
When they mean direction they are' begun with small 
letters. 

1. The North was swept by a gale. 

2. The wind blew from the north. 

Remember: "North" "south" "east" and "west," are 
capitalized only when they mean sections of the country. 
Adjectives formed from the names of countries are ahvays 
capitalized and are called proper adjectives. 

Form as many words as you can from north, south, east, 
west, center, middle. Change the ending if necessary. 

116. Conversation. Turn to the selection on page 279 
and compare it with the following outline : 

I. The wind-up of the storm 
II. What we did after it stopped 
III. How it looked outdoors the next morning 

Using the same outline, talk about what you would 
have to tell to make clear to Buomo what an American 
storm is like. 

snowstorm thunderstorm cyclone windstorm 

blizzard equinoctial storm tornado shower 

Making an Outline. Choose one of the storms you have 
discussed. Complete the above outline for it by giving 
details. 



282 VARIETY IN THE USE OF WORDS 

117. A Pronunciation Drill. Practice enunciating : 

January snowy, February flowy, March blowy ; 
April showery, May flowery, June bowery ; 
July moppy, August croppy, September poppy ; 
October breezy, November wheezy, December freezy ! 

A Talk to the Class. Tell what an American storm is 
like. Choose one of the following. Follow your outline. 



I. 


An ordinary snowstorm 


6. 


A blizzard 


2. 


A sudden shower 


7- 


An equinoctial storm 


3- 


A thunderstorm 


8. 


A sandstorm 


4- 


A hailstorm 


9- 


A cyclone 


5- 


A general rain 


10. 


A tornado 



118. Variety in the Use of Words. You should make it 
your business to collect for use as many synonyms as 
possible so that you will not have to use the same words 
over and over again. 

Writing a Composition. You have made an outline of 
an American storm. Read again Stewart Edward 
White's selection on page 279 and observe that he makes 
three paragraphs. Write your composition in three 
paragraphs. Vary your words. Make a list of good 
descriptive words to use. 

119. Handwork and Copying. Decorate the cover of the 
booklet with a drawing to illustrate something in the book. 

Copy the composition on page 27 in the booklet. 

120. Writing a Letter. In class, write in the booklet 
a letter to Buomo, telling him why you have enjoyed mak- 
ing his book. Tell him how it has helped you. This 
will be your last letter to Buomo. Make it your best. 



PROJECT LIIL PROTECTING THE BIRDS 



121. " Who's Who " in Bird Land. How many birds do 
you know by name? How many can you recognize? 
How many should you know by their songs ? 

What do you like best about the following poem? 

The Song or the Thrush 

1 "Ah, will you, will you," sings the Thrush, 

Deep in his shady cover, 
"Ah, will you, will you live with me, 
And be my friend and lover ? 

2 "With woodland scents and sounds all day, 

And music we will fill you, 
For concerts we will charge no fee, 
Ah, will you — will you — will you ? " 

3 Dear hidden bird, full oft I've heard 

Your pleasant invitation ; 
And searched for you amid your boughs 
With fruitless observation. 

4 Like all that is too sweet and fair, 

I never may come near you. 
Your songs fill all the summer air ; 
I only sit and hear you. 

C. P. Cranch 

Which birds are found around houses? Which are 
shy ? What can you do to attract birds to your homes ? 
What is the prettiest bird you ever saw? Describe it. 

122. A Pronunciation Game. Enunciate distinctly : 

"Ah, will you — will you — will you? " (not "yuh") 
283 



284 COMPARATIVES AND SUPERLATIVES 

A Talk to the Class. Tell the class about one of the 
following. Let a pupil preside at the club meeting. 

1. How to attract birds to your home. 

2. The prettiest bird you ever saw. 

3. Wild birds near your town. 

123. Comparatives and Superlatives. How do the ital- 
icized adjectives differ in the following sentences? 

1 . The robin is tamer than the thrush. 

2. The canary is the tamest of our birds. 

3. The thrush has a more beautiful song than the lark. 

4. The nightingale has the most beautiful song of all the birds. 

In the first sentence the robin and the thrush are com- 
pared. In the second sentence more than two birds are 
compared. When two are compared, the comparative 
form of the adjective is used. With short words this is 
the ending er attached to the word. With long adjectives 
er is not added, but the word more is prefixed to the adjec- 
tives, as in the third sentence. When more than two are 
compared, est is added to the word, or most is placed 
before it. This is called the superlative form of the 
adjective. 

tame (speaking of one) beautiful (speaking of one) 

tamer (speaking of two) more beautiful (speaking of two) 

tames* (speaking of more than most beautiful (speaking of more 

two) than two) 

Remember: The comparative form (adding er or prefixing the 
word more) is used with an adjective in speaking of two. 
The superlative form {adding est or prefixing most) is used 
with an adjective in speaking of more than two. 



ACCURACY IN DETAILS 285 

A Written Exercise. Fill in the correct forms of the 
adjectives (comparative or superlative) for the words 
large, pretty, small, lovely, beautiful. 

1. The swan is a bird than the goose. 

2 . Of the robin, the blue bird, and the wren, the wren is the . 

3. The humming bird is than the wren. 

4. The crow is than the blackbird. 

5. The thrush is the singer of the many birds found here. 

6. The cardinal is than the warbler. 



Make up comparatives and superlatives for easy, 
sweet, long, small, delicate, and precious. Use them in 
sentences. " Than " (not " then ") is used in comparison. 

124. Accuracy in Giving Details. In explaining some- 
thing, the first thing is to get information, the next is to 
give it clearly, and the third, to have facts in the right 
order. 

If you are telling how to make a bird box, what 
should you say first? what next? what next? what 
next ? Have you mentioned materials, size, shape, tools 
needed, etc.? What are different kinds of bird houses 
that you might make ? 

Making an Outline. Choose the kind of bird box that 
you want to make. Write down in the right order all the 
, steps you take to make it. 

125. Writing how to Make Something. Write in a para- 
graph how to make the bird box, for which you have 
already made an outline. Follow your outline. Try 
to have a good beginning sentence and a good ending 
sentence. Make the bird box at home. 



286 PREPOSITIONS 

126. Conversation. Have you ever watched closely a 
family of birds to see how they act? How does the 
mother bird feed her young? How do the parent birds 
build the nest ? How does a bird take a bath in the bird 
bath? Where do the birds go in a storm? What do 
the birds eat in winter or drink in dry weather ? 

The writer of the following story knew how to observe 

cteeiy: ^m^-^ 

A Singing School for Thrushes 

1 Find a family of wood thrushes and carefully note what 
takes place. 2 The old male thrush will sing a sweet song in 
loud, clear, flutelike notes once, and then stop to listen while 
the young birds try to imitate the song. 3 Some will utter one 
note, some two. 4 Some will utter a hoarse note, others a sharp 
note. 5 After a while they seem to forget their lesson and drop 
out, one by one. 6 When all are silent, the old thrush tunes 
up again and the young thrushes repeat their efforts, and so it 
goes on for hours. 7 The young birds do not acquire the full 
song the first year; so the lessons are repeated the following 
spring. 8 1 take many visitors into the woods to enjoy the first 
thrushes' singing school, and all are convinced that the song 
of the wood thrush is a matter of education pure and simple. 
Reprinted from Forest and Stream 

Making a Blackboard Class Outline. Write on the board 
the points contributed by each sentence in this selection. 

127. Prepositions : Words of Relation. In the following 
sentences what ideas do the italicized expressions give ? 

1. The owner of the house went to the country. 

2. Tom rowed across the river for him. 



CORRECT USE OF WORDS 287 

In the expressions "of the house," "to the country," 
"across the river," and "for him," the words of, to, across 
and for not only connect, but also show relation. They 
do it in this way : 

Of shows relation between owner and house. 
To shows relation between went and country. 
Across shows relation between rowed and river. 
For shows relation between rowed and him. 

Remember: A word that shows the relation between a noun or 
a pronoun and some other word is called a preposition. 

In class find the prepositions in the poem on page 
283 or in the sentences your teacher will dictate. Tell 
which noun or pronoun follows the preposition. 

Correct Use of Words. 1. A, an, and the are adjec- 
tives because they modify. A or an means " any one of 
many"; as, "A man passed." The means "a special 
one " ; as, "The man passed." 

2. In means place ; as, " The bird is in the cage." 
Into implies motion ; as, " It flew into the cage." 

Make up ten sentences about birds, using these words. 
Underline the prepositions. 

128. Discussion. Do you know a sparrow when you 
see one? How does it differ from the other birds? 
Why do you think a community should take steps to 
drive out the sparrow? How did the sparrow get here 
in the first place ? Is it a native bird ? 

The following announcement appeared in one of our 
newspapers. What facts does it tell you? 



288 DISCUSSION OF FACTS . 

The Hun of the Bird World 

1 The English sparrow is an outlaw and robber, seeking to 
destroy those not of its kind and appropriate to itself the whole 
wide world. 2 It drives out peaceable and beneficial members 
of the feathered tribes. 3 It replaces their lilting song with a dis- 
cordant clamor. 4 It destroys fruit, grain, and garden truck. 
5 To it nothing is sacred. 

6 For these reasons the United States government has de- 
clared war on the English sparrow. 7 It has called on all its 
citizens to join with it in a campaign for the destruction of this 
greedy and chattering marauder, lest it become the feathered 
disciple of Attila, the Hun, sacrificing to its greed the whole 
bird world. 

8 The Department of Agriculture has printed a booklet which 
tells the dramatic story of the English sparrow, its introduction 
into the United States, its phenomenal multiplication, its 
menace. 9 It lays down the plan of campaign for fighting that 
menace. 10 Get this book and take part in the fight. 

Frederic J. Haskin in The Buffalo Evening News 

Which facts in the above selection have you spoken 
of in discussing the sparrow ? Which facts are new ? 
jAj 129. A Pronunciation Game. Give the r its sound. 

bird (not "boid") third (not "thoid") journey (not "joiney ") 
girl (not "goil") pearl (not "poil") journal (not "joinal") 

A Talk to the Class. Tell the class your opinion : 
whether you should send to Washington for the book on 
sparrows or not. Tell why. 

130. Writing a Business Letter. Write a business letter 
to the Department of Agriculture, Washington, D. C, ask- 
ing for the book on sparrows, " Farmers' Bulletin 493." 
Correct the letter. Copy it. The best letter will be sent. 



I PROJECT LIV. GETTING ACQUAINTED | 
WITH THE POST OFFICE 

131. The Proper Way to Address a Letter. Each year 
thousands of letters find their way to the Dead Letter 
Office at Washington because they are incorrectly ad- 
dressed. The following models are the forms recom- 
mended by the United States government. The stamp is 
attached in the upper right-hand corner and put on 
straight. The return address of the sender of the letter is 
put in the upper left-hand corner. Full directions — 
name, street, city, and state — are given in the center 
of the letter. 



Model Forms of Address for Letters 



kFTER 5 DAYS RETURN TO 

J. C. SMITH 

1 46 STATE ST. 

LOS ANGELES, CALIF. 



Mr. Franklin B. Johnson 

2416 FRONT STREET 

OSWEGO 
N.Y. 



AFTER 5 DAYS I 

C. J. SAMPSON 

112 MAIN ST. 

SALT LAKE CITY, UTAH 



Messrs. Jones, Brown, and Smith 
3000 front street 
ATLANTA 

GEORGIA 



Remember: Attach a stamp in the right place. Put your return 
address on the letter. Write a complete address for the 
person to whom the letter is sent. 



290 



WHAT THE POST OFFICE HAS TO SELL 



The Most Common Abbreviations. As you have learned, 
all abbreviations should be followed by a period. Con- 
sult the following list : 



St. . . Street 

Av. or Ave. . . Avenue 

P.S.. .Postscript 

R.F.D. . . Rural Free Delivery 

Co. . . County 

A.M.. .Before noon 

P.M.. .After noon 

C.O.D. . . Collect on Delivery 

Mr. . . Mister 

Messrs. (Ma syu') . . plural of Mr. 

Mrs. . . (pronounced Missis) 

Prof. . . Professor 

Pres. . . President 

O.K... all right 

M.D. (after name). .Doctor 

Dr. . . Doctor 

Rev. (minister) . . Reverend 



Esq. (lawyer) . . Esquire 

LL.D. (after name). .Doctor of 
Laws 

Hon. . . Honorable 

Gen. . . General 

Col. . . Colonel 

Capt. . . Captain 

f .o.b. . . free on board (the con- 
veyance by which the goods 
are to be transported to the 
buyer) 

etc. (et cetera) . . and others, and 
so forth 

do. (ditto) . . the same 

inst. . . this month 

ult. . . last month 

D.D.. .Doctor of Divinity 



Write on the board the abbreviations of the different 
states. 

Writing a Letter. Write to the postmaster of your 
nearest post office, asking him to send you the booklet 
entitled "Postal Information," which is for free distri- 
bution. Appoint one of the pupils a messenger to deliver 
the letter personally to a clerk at the post office and to 
get the booklet, " Postal Information," for the class. 

132. What the Post Office Has to Sell. The post office is 
a great merchant with a number of different things to sell : 



FINDING OUT SOMETHING FOR YOURSELF 291 

1. Postage Stamps. (Denominations, ij£, 2$, 3^, 4^, 5^, 6j£, 
7e\ 8^, 9^, ioff, 11^, i2j£, 13^, 15^, 20ff, 30^, and 50^ stamps; 
$1, $2, and $5 stamps; and ioj£ special delivery stamps.) 

2. Stamp Books. (24 one-cent stamps for 25^; 96 one-cent 
stamps for 97^ ; 24 one-cent and 24 two-cent stamps for 73^ ; 
12 two-cent stamps for 25^ ; 48 two-cent stamps for 97^.) 

3. Stamped Envelopes. (Twelve sizes; five colors, white, 
amber, buff, blue, Manila; five denominations, 1^, 2^, 3^, 4^, 
and 5^ stamps.) 

4. Stamped Newspaper Wrappers. (One-cent and two-cent 
denominations and two sizes.) 

5. Postal Cards. (One-cent denomination, costing iff.) 

6. Reply Postal Cards. (One-cent denomination, costing 
2^, the reply a detachable card.) 

7. Window Envelopes. (Same as stamped envelopes but with 
a transparent panel in the front through which the address on 
the inclosure is disclosed.) 

Collect as many different kinds of stamps as possible. 
Appoint a committee to arrange samples. 

Finding Out Something for Yourself. (1) Where is the 
nearest letter box? Find out whether times of collec- 
tions are mentioned on the box. Copy them and report 
on them. (2) Go to your nearest post office, if possible, 
and see for yourself where the following are : 

1. The stamp window. 5. The general delivery window. 

2. The parcel post window. * 6. The special delivery drop. 

3. The money order window. 7. Place to drop local mail. 

4. The registry window. 8. Place to drop parcels. 

If you are too far from the post office, select a committee 
to go and find out these things. 



292 HOW UNCLE SAM ACTS AS MESSENGER 

133. Some Rules about Parcel Post. There are four 
classes of mailable matter : 

_. , ( Letters and sealed matter 2^ an ounce 

First class. < _ ^ , , 

I Postals 10 

Second class. Newspapers and magazines . . 1 ^ for 4 ounces 

_. . , (Miscellaneous Printed Matter) , , 

Third class. I , , , v , \ iC for 2 ounces 

( (except books) not over 4 pounds J 

„ , , ^ , _ f (Different prices ac- 

Fourth class. Parcel Post \ .. L .. x . 

I cording to distance) 

The following rules apply to parcel post : 

1. A parcel may not exceed 50 pounds in weight for a distance 
of 150 miles, or 20 pounds for a greater distance. 

2. A parcel may not exceed 84 inches in length and girth 
combined. 

3. A parcel will not be accepted unless it has the address of 
the sender as well as the address of the person to whom it is sent. 

4. Inside a parcel no written messages may be put except 
"Merry Christmas," "Happy Birthday," or something like 
that. 

5. If a parcel is easily damaged, it should be marked " fragile. " 
If it is perishable, it should be marked "perishable." 

Writing Questions. Write two questions for each of 
the above rules. The answers to the questions will be 
the rules. Decide which of each two questions you think 
sounds the better. Ask each other the questions. 

134. How Uncle Sam Acts as Messenger. Have you ever 
seen a special delivery stamp ? Describe it. Does a 
special delivery stamp insure safety? What does it 
insure? Will a special delivery letter be delivered at 



WAYS TO SEND MONEY 293 

midnight? If you cannot go to the post office to buy a 
special delivery stamp, can you send a special delivery 
letter without the regular stamp ? How ? Consult your 
booklet, " Postal Information." 

Conversation. Bring a telegraph blank to class. Talk 
about the difference between day and night letters and 
telegrams. 

Talk about how to send a telegram. Find out the 
different kinds and their rates. 

How else can you deliver a message at a distance 
besides by letter or telegram? If you want to talk over 
details quickly with some one, which would be better to 
use, the telegram, a special delivery stamp, or the tele- 
phone? What would guide you in deciding? 
^ 135. A Pronunciation Game. Open your mouth 
wider for each successive word : ate, at, are (not 
"our"), all. 

A Talk to the Class. Tell how to send one of the 
following : 

1. A long distance telephone 3. A special delivery 

message. letter. 

2. A day telegram. 4. A night letter. 

136. Ways to Send Money. If you want to send ten 
dollars to somebody in a distant city, what must you do ? 
If you have money in the bank, what can you do ? Bring 
a blank check to class and explain how you would make 
out a check. 

Uncle Sam acts as banker, for he will let you give him 
the ten dollars and a small fee and in return will give you 

BOL. EL. EV. ENG. 20 



294 



FINDL\( i IN FORMATION 



an order for ten dollars to send to the person. This 
order is called a money order. Examine the money order 
on the next page and talk about the way it should be filled 
in. 

Filling in a Money Order. Draw on the board the gen- 
eral plan of a money order. Fill in the information. 

137-138. Insuring and Registering Mail. There are two 
things Uncle Sam does to guard valuable parcels or letters : 

1. He insures them. 

2. He registers them. 

Another way to send money by mail is to place it in a 
letter and register the letter by paying ten cents extra, 
besides the postage. This is called registering a letter. 
If you write on your envelope " Return receipt requested," 
the post office will send you a card signed by the person to 
whom you sent the letter. 

By paying a small sum of several cents you can insure 
a parcel post package. 

You should always keep the receipt the postal clerk 
gives you until you know that the parcel or letter has been 
received. 

Finding Information. You will now act as reporters and 
find the answers to the following questions in the booklet, 
" Postal Information." Decide under what head to look 
for information Then turn to the index at the end of 
the book. Divide the questions among you. 

1. If a letter is mailed without the postage fully prepaid, will it be de- 
livered? Who will pay the excess? 



QUESTIONS ABOUT THE POST OFFICE* 295 



Application for Domestic Money Order 

Spaces below to be filled in by purchaser, or, if necessary, 
by another person for him 

Amount 







; Dollars 


...Cents 


Pay to 


I 










(Name ol person or firm for whom order is intended) 




Whose ' 
Address 


No... 




Street 


Post I 
Office ) 












State 


















(Name of Sender) 



Address ) 
of } 
sender J No. Street 

PURCHASER MUST SEND ORDER AND COUPON TO PAYEE * 



2 . If a letter not intended for you is opened by mistake what should you do ? 

3. Who should fasten the stamp to the parcel, the clerk or the buyer? 

4. Which places outside of the United States have our domestic rate of 
postage? 

5. What are the four methods used to deliver mail? 

6. What is the difference between a post card and a postal card ? If you 
wanted to make a post card of a kodak picture, what requirements in size 
would you have to fill? 

7. Which mail may be forwarded? How? 

8. Name five things that may not be sent through the mail. Why are 
they forbidden? 

9. If a parcel is sealed, what class of mail does it become? 

10. What is a drop letter ? 

11. How does the reply postal card differ from the ordinary postal card? 

12. What is a window envelope ? What are its advantages? 

13. If you mail a letter by mistake, how can you get it back? 

14. What does the post office do with undelivered mail ? 

15. If you mail a newspaper, are you allowed to write a message on the 
margin inside? 



■■ The payee is the person who is to receive the money. 



296 HOW TO WRITE AN ANSWER 

ffi 139. A Pronunciation Game. Do not omit syllables : 

machinery (not "machin'ry") superintendent (not "supern- 
goverwment (not "goverment") tendent") 
chocolate (not "choc'late") origmal (not "orig'nal") 

miserable (not "mis'rable") 

A Talk to the Class. Divide the class into two groups. 
Copy the questions on fifteen slips of paper and give them, 
first to one group and then to the other. A pupil from 
each group will come forward. One pupil will act as 
a postal clerk and stand behind the teacher's desk. The 
other pupil will pretend that the desk is the stamp win- 
dow and ask the clerk the question on the paper. 

When each pupil in one group has asked a question, 
and a different pupil in the other group has come forward 
to serve as clerk and to answer it, the papers may be 
passed to the other group and parts may be reversed. 

Other questions may be asked after these have been 
used. The booklet, " Postal Information," should be on 
the teacher's desk for use as an authority. 

140. Brief and Accurate Answers. In an examination 
there are always three things a teacher, or examiner, 
looks for in the answer : 

1. Is it true? 

2. Is it complete, or fully answered? 

3. Is it brief? 

The teacher will copy on the board the questions on 
pages 294 and 295. You will select eight of them and 
write answers that observe the three rules for good an- 
swers. 



EgJ PROJECT LV. A CRUSADE AGAINST 
' •- DESTRUCTIVE FOES 

141. Conversation. It is estimated that the "cootie" 
cost a million lives in the war zone. Clean-up Week 
aids in the fight against vermin and other pests because 
it makes people get rid of trash, dirt, or waste, in which 
these creatures live and breed. 

Where do the following destructive animals live? On 
what do they feed? How can you get rid of them? 
What brings them into our houses ? 

1. Rats and mice 3. Flies 5. Roaches 7. Moths 

2. Mosquitoes 4. Ants 6. Water bugs 8. Fleas 

If people are not careful to keep things clean, which of 
these will come into the cellar, the garret, the kitchen, 
the bedrooms, the barn, the chicken house ? If people do 
not keep their rooms clean, which may they find in their 
houses ? 

Which of these pests carry disease? Imagine the 
journey of "the fly that never cleaned its feet." Many 
of these little creatures, like the moth, pass through 
several stages. Their eggs are so small that we do not 
notice them. Before we know it, they have turned into 
tiny worms and have eaten up something of value. 

142. A Pronunciation Game. Practice sounding each 
syllable : 

The grumbling grew to a mighty rumbling 
And out of theliouses the rats came tumbling, 
Great rats, small rats, lean rats, brawny rats, 
Brown rats, black rats, gray rats, tawny rats. 

Robert Browning 
297 



298 FINDING THE RIGHT WORD 

A Talk to the Class. Talk about one of the following : 

1. How to get rid of mice. 6. How to make a fly swatter. 

2. How to keep your room 7. How to care for school 

clean. property. 

3. How to keep your dog 8. The best rat trap you 

clean. ever saw. 

4. Different ways to get rid 9. How to get rid of mos- 

of waste. quitoes. 

5. How to keep the back yard 10. How to keep vermin out 

clean. of the chicken house. 

Outside of class write your talk as a report to the 
teacher. Make it one paragraph. 

143. Finding the Right Word. What names are given to 
the following objects? What 
is the purpose of each? How 
do they differ? How are they 
alike? How are they useful in keeping a home clean? 
Make lists of things to put into each. Sort this list. 

eggs milk clothes candy sewing flowers 

fruit oil medicine grapes grape juice potatoes 

Dictation. Tell about the three lives of the caterpillar 
described in this poem. Copy the poem. Be careful of 
quotation marks : 

1 1 creep upon the ground, and the children say, 
"You ugly old thing !" and push me away. 

2 I lie in my bed, and the children say, 

"The fellow is dead ! We'll throw him away ! " 

3 At last I awake, and the children try 

To make me stay, as I rise and fly. 




CONJUNCTIONS 299 

144. Compound Subjects and Predicates: Conjunctions. 
Name the simple subjects and the simple predicates in 
the following sentences : 

1. The robins stay near the house. 

2. The sparrows twittered. 

In the following sentence, notice that the same thing 
is said about "robins" and "catbirds." 

The robins and the catbirds stay near the house. 

Two or more connected subjects having the same predi- 
cate are called a compound subject. "Robins and cat- 
birds" is a compound subject. 

In the following sentence notice that two things, 
"twittered and chirped," are said about "sparrows." 

The sparrows twittered and chirped. 

Two or more connected verbs having the same sub- 
ject are called a compound predicate. "Twittered and 
chirped" is a compound predicate. 

What word connects the two subjects and the two 
verbs ? A word that connects words or groups of words 
is called a conjunction. "And" is the conjunction most 
often used. It always adds an idea. 

Remember : A conjunction connects words or groups of words. 

An Exercise. Point out the conjunctions in the selec- 
tions on pages 283, 286, and 288. Tell which words they 
connect. 



300 



ANALYSIS 



145. A Grammar Exercise. Play the game of "Hold 
the Fort." A pupil comes to the board and writes a 
sentence. He tells the subject and the predicate. Then, 
beginning with a certain aisle, pupils name words in the 
sentence and ask which part of speech each word is. 
The pupil at the board "holds the fort" as long as he 
answers correctly. When he makes a mistake the pupil 
who gave the word takes his place. 

Words like "Pshaw!" that express emotion are called 
interjections. Such words, as well as sentences that ex- 
press strong emotion, are followed by the exclamation 
mark (!). 

1. The man cleaned the cellar because much trash endangered 

the house. 

2. He worked diligently and efficiently until noon. 

3. He found moldy potatoes in a damp bin in the cellar. 

4. The rats gnawed the biggest potatoes and carried smaller 

ones to their holes in the wall. 

5. The mother says that she cleans the cellar in the spring and 

in the fall. 

6. Mercy ! That's the fire-alarm ! 

Breaking a sentence up into its parts is called analysis. 

146. Conversation and Picture Study. One of the best 
results of Clean-up Week is that it may prevent fires. 
Would an insurance company rather insure a clean house 
or a house full of trash ? Why ? Tell how fires may be 
started accidentally. Describe the picture on the next 
page. 

How are fires started in cities? What should you do 
if a fire breaks out ? How are forest fires started ? 



DESTRUCTION BY FIRE 



301 




3° 2 



EXHIBIT OF POSTERS 



147. Making an Outline. Make an outline of the follow- 
ing paragraph so that each sentence idea is mentioned : 

How Forest Fires Start 
1 Forest fires start in many ways. 2 Suppose a hunter or a 
fisherman to be camping out for the night. 3 Of course he has 
a camp fire. 4 It burns all night, and all goes well. 5 Early in 
the morning the hunter rises. 6 He piles more wood on his fire, 
which has burned down during the night, cooks his breakfast, 
eats it, and sets out. 7 He is in a great hurry, and does not 
take the trouble to see that his fire is out before he leaves. 

8 It would take only a few minutes of his time ; but hunting 
and fishing are best early in the day, and so he goes off hastily. 

9 Soon after sunrise the wind comes up. 10 The camp fire is still 
burning as the hunter left it. u The wind strikes the fire and 
picks up some of the burning coals. 12 They scatter to right 
and left, until there are a dozen fires in place of one. 

J. Gordon Dorrance : The Story of the Forest 

y 148. A Pronunciation Game. Arrange in five differ- 
™ ent positions and pronounce. 

ma me ml mo mu 

A Talk to the Class, (a) How Fires Start, or (b) What 
to Do in Case of Fire. 

149. Handwork. Make a poster to act as a warning 
against fire. Print three sentences as warnings. 

150. A Letter about Posters. Arrange posters on the 
blackboard ledge and vote for the best. 

Write a letter to the principal, offering to lend the best 
poster to be put in the main corridor for two weeks. Make 
an envelope and address it. The best letter will be sent. 



Mm .PROJECT LVI. TAKING A CLASS WALK 

151. Finding the Facts. We are going to decide which is 
the most interesting half-mile walk within a mile of the 
schoolhouse. The first thing to do is to get ideas on 
the subject. Let each member of the class suggest a 
walk. Think which one you like best. 

What makes a street or a country road attractive? 
What shall we think about in deciding ? 

Write on the board all the walks suggested. At the 
end of the period vote for the one that you like best. 
Strike that name from the board. Then vote again to 
•find the "next most interesting." These two walks we 
shall investigate. 

152. A Pronunciation Game. To form a good tone close 
the lips and hum m. Then open the lips and continue 
humming. 

A Talk to the Class. Divide the class into two groups, 
one group for each walk. Tell all the good things you 
can think of for your walk. 

153. Making an Outline. Make an outline of (1) what 
you can see on your walk, and (2) reasons why the class 
should take that walk. 

In class discuss (1) and (2) in making the outline. Did 
you mention all the important things you could see? 
Did you give all the reasons for going? Rewrite the 
outline. q 

154. Seeing Things Completely. *^v 1 1 g — ■ — 1 
What do you think these might be ■/> ^ ® **rml 
if the drawings were finished? Make a list of things 

303 




304 AVOIDING WORDS THAT ARE NOT NEEDED 

you would have to say about each to make a picture of 
it, as is done in the outline of the wren below. 

Color brown 

Size smaller than a canary 

Shape like a canary, but with bobbed tail 

Actions .... twittering, prying, sociable 

Writing about a Walk. Use your improved outline and 
write a paragraph about the walk you prefer, describing 
it clearly or telling why you prefer it. 

155. Brevity in Speech. It is always better to say what 
you think in the fewest words needed to bring out the 
thought. Nobody likes to hear you talk in a roundabout 
way. For instance, do not say " in back of " for " back 
of" or "behind." 

Which of the following words are not needed ? 

1. Where are you at ? 7. This here man . 

2. He says says he . 8. I'd like for to go. 

3. New beginners . 9. They had a free pass. 

4. They went and took . 10. They agree for to keep — . 

5. I haven't got red hair. n. For why are you here? 

6. Elevated up . 12. They returned back. 

Remember: Say what you mean, and say it in the fewest words 
needed to bring out all the meaning. 

Correcting Sentences. Which words are unnecessary? 

1 . Where is this here book at ? 

2. My sister she has a free pass to the play. 

3. The boys were in back of the station. 

4. My father he said it was not right for to go. 

5. They made a new beginning. 

6. She says says she that those there cherries are spoiled. 



THE IMPORTANT PARTS OF A SENTENCE 305 

7. He hasn't got a black eye. 

8. They went and took their books home. 

156. Writing an Invitation. Write an jnvitation to an- 
other pupil in your school to go with you on your most in- 
teresting walk to-day or to-morrow after school. Deliver 
the note yourself. 

An Analysis Match. Make up sentences for "Hold the 
Fort" (page 300). See whether you can tell what parts 
of speech the words are in the sentences. 

157. Simple and Complete Subject and Predicate. Which 
words are talked about in the following sentences ? 

1. The boys in the class preferred the country walk. 

2. The walk by the river led to the country. 

" Boys " is talked about in the first sentence. Therefore 
it is the subject. But it is not the entire subject, which 
is "The boys in the class." In every sentence there is 
a noun or a pronoun which is talked about, like "boys" 
in the first sentence. That word is called the simple 
subject. The complete thing talked about is called the 
complete subject. 

The verb "preferred" in the first sentence is called the 
simple predicate. All that is said about the subject is 
called the complete predicate. "Preferred the country 
walk" is the complete predicate. In the second sentence 
find the parts similar to this : 

Simple subject Simple predicate 

boys preferred 

Complete subject Complete predicate 

The boys in the class preferred the country walk. 



306 ANALYSIS OF SENTENCES 

The teacher will dictate ten sentences. Point out the 
simple subject and predicate and the complete subject 
and predicate in each. 

Remember: Every sentence has a simple subject and a simple 
predicate. Every sentence has a complete subject and a 
complete predicate. 

158. An Analysis Exercise. Play "Hold the Fort" with 
the sentences on pages 226, 232, 278, and 300. Tell 
which words are nouns, pronouns, verbs, adjectives, 
adverbs, conjunctions, and prepositions. 

Finding Facts to Make a Comparison. To make a true 
comparison between the two walks that have been planned 
by the class, you should take both walks after school and 
see them for yourself. You have taken one walk. Take 
the other. 

159. Conversation and Outline. Talk about the things 
you have seen on both walks. Find an objection to each 
walk. Find something good to say about each. 

On the board block in what can be said for both walks, 
taking each separately. 
» 160. A Pronunciation Game. Find other words with 
*** short vowels and pronounce them : 

am end ill odd up 

A Talk to the Class. Separate the class into the two 
groups. You will come forward alternately and tell why 
the class should take your walk. 

At the end of the period let the class vote to see which 
walk won. Take the walk. 



W PROJECT LVIL MAKING A PROGRAM FOR 
YOUR MOTHERS 

161. Study of a Selection. Read through the following 
story and be ready to tell what it is about : 

Benefits Forgot 

x "Is this Dr. Jason Wilkins?" 

"Yes." 

The soldier drew a heavy envelope carefully from his heart, 
and handed it to Jason. Jason opened it uneasily. This is what 
he read : " Show this to Surgeon Jason Wilkins, — Regiment, Rich- 
mond, Virginia. Arrest him. Bring him to me immediately. 
A. Lincoln." 

Jason whitened. "What's up?" he asked the orderly. 

"I didn't ask the President," replied the orderly dryly. "We'll 
start at once, if you please, doctor." 

2 In a daze Jason left for Washington. The next day at noon 
the orderly called for him. Weak-kneed, Jason followed him to 
the White House. An hour of dazed waiting, then a man came 
out of a door and spoke to the man at the desk — 

" Surgeon Jason Wilkins," said the sentry. 
"Here!" answered Jason. 

"This way," jerked the orderly, and Jason found himself in 
the inner room, with the door closed behind him. 

3 The room was empty, yet filled. There was but one man in it 
besides Jason ; but that man was Mr. Lincoln, who sat at a desk, 
with his somber eyes on Jason's face — still a cool young face, 
despite trembling knees. 

"You are Jason Wilkins?" said Mr. Lincoln. 
"Yes, Mr. President," replied the young surgeon. 
" Where are you from ? " 
- "High Valley, Ohio." 

"Have you any relatives?" 
"Only my mother is living." 

307 




308 A STORY ABOUT LINCOLN 

"Yes, only a mother ! Well, young man, how is your mother?" 
Jason stammered, "Why, why — I don't know!" 
"You don't know!" thundered Lincoln. "And 

why don't you know? Is she living or dead?" 

"I don't know," said Jason. "To tell the truth, 

I've neglected to write and I don't suppose she knows 

where I am." 

4 There was silence in the room. Mr. Lincoln clinched a great 
fist on his desk, and his eyes scorched Jason. " I had a letter from 
her. She supposes you dead and asked me to trace your grave. 
What was the matter with her? No good? Like most mothers, 
a poor sort? eh? Answer me, sir." 

Jason bristled a little. "The best mother that ever lived, 
Mr. President." 

"Ah," breathed Mr. Lincoln. "Still you had no reason to be 
grateful to her ! How'd you get your training as a surgeon ? Who 
paid for it? Your father?" 

Jason reddened. "Well, no ; father was a poor Methodist preacher. 
Mother raised the money, though I worked for my board mostly." 

"Yes; how'd she raise the money? " 

Jason's lips were stiff. "Selling things, Mr. President." 

"What did she sell?" 

"Father's watch — the old silver teapot — the mahogany hat- 
box — the St. Bartholomew candlesticks. Old things, mostly, 
beyond use except in museums." 

5 Again silence in the room, while a look of contempt gathered 
in Abraham Lincoln's eyes. "You poor fool!" said Lincoln. 
"You poor worm f Her household treasures, one by one — for 
you. ' Useless things — fit for museums ! ' Oh, you fool ! " 

Suddenly the President rose and pointed a long bony finger at 
his desk. " Come here, and write a letter to your mother ! " 

Jason stalked obediently over and sat down in the President's 
seat. Under Lincoln's burning eyes he seized a pen and wrote his 
mother a note. 



RETELLING A STORY 309 

"Address it and give it to me," said the President. "I'll see 
that it gets to her." Then, his stern voice rising a little: "And 
now, Jason Wilkins, as long as you are in the army, you write to 
your mother once a week. If I have reason to correct you on the 
matter again, I'll have you courtmartialed." 

6 Jason rose and handed the letter to the President. Abraham 
Lincoln took another turn or two up and down the room. Then 
he paused before the window. Finally he turned to Jason. 

"My boy," he said gently, "there is no finer quality in the world 
than gratitude. There is nothing a man can have in his heart so 
mean, so low, as ingratitude. Even a dog appreciates a kindness, 
never forgets a soft word or a bone. And, next to the Creator, 
there is no one we should give honor to as much as to mothers." 

Another pause. "You may go, my boy." And Lincoln shook 
hands with Jason, who stumbled from the room. 

Honoee Willsie: Benefits Forgot* 

How does Lincoln show his skill as a questioner ? Read 
the dialogue aloud. 

What does your mother do at home to make you all 
comfortable and happy? How should you miss her if 
she went away ? What things do you do to help her ? 

162. A Pronunciation Game. Sound v very distinctly : 
The very vivacious but villainous villain vaunted in vain. 

A Talk to the Class. Choose one of the following : 

(a) Retell in relay the story of "Benefits Forgot." 

(b) Tell what you do at home to help your mother. 

163. Writing a Paragraph. Choose one of the subjects 
for the talk and write it in one paragraph. 

* Reprinted from " Benefits Forgot," by Honore Willsie, with permission of Frederick A. 
Stokes Company. 

BOL. EL. EV. ENG. — 21 



310 LINKING VERBS 

Correcting and Copying. In class strike out all the words 
that are not necessary. See that all the sentences are 
right. Copy your paragraph in your best handwriting. 

164. Verbs that Do Not Express Action. There are a 
few verbs that do not express action but merely connect, 
join, or link together various ideas. In the following, 
which two ideas in each sentence does the verb link ? 

i. Mary looked lovely in her new dress. 

2. Tom became quite ill from eating too much candy. 

3. Their mother remained at home to look after Tom. 

4. Their mother is a little woman with brown hair. 

5. The medicine tastes bitter to Tom. 

6. Tom feels better on account of his mother's care. 

7. Mary's flowers smell sweet. 

Remember : Some verbs link ideas together and do not express 

action. 
Writing Sentences. Write sentences with ten of the 
following linking verbs : 



am 


are 


appear 


will be 


remain 


had been 


smell 


was 


is 


become 


should be 


seems 


has been 


sound 


were 


look 


feel 


appears 


shall be 


have been 


taste 



165. Discussion and Making an Outline. On the next page 
is given a talk. Discuss pro and con (for and against) 
for each topic. Which do you like best ? 

Make an outline of points for and against both sides. 
Writing a Letter. Write an invitation to your mother 
to visit your class for your "Mothers' Program." 

166. Review of Parts of Speech. You have learned that 
there are seven ways in which words are used : 



REVIEW OF PARTS OF SPEECH 31 1 

A noun names persons, places, or things. 

A pronoun stands for a name, or a noun. 

A verb is an action word, or a word that asserts or links. 

An adjective modifies a noun or a pronoun. 

An adverb modifies a verb, an adjective, or another adverb. 

A preposition shows relation between two words. 

A conjunction connects words or groups of words. 

Because these words have different work to do, or play 
different parts, they are called parts of speech. 

Analysis. Find the simple subjects and predicates and 
the complete subjects and predicates in the following: 

1. Some mothers work from early morning until late evening. 

2. The whole family like mother's baked apples best. 

3. An early breakfast starts the day right. 

4. An automobile full of people drove up to the house. 

5. Relatives from a distance stayed for supper. 

6. Mother looked too tired to get supper. 

H 167. A Pronunciation Game. Do not say "iss" for ess. 
goodness coldness queerness usefulness frankness 

boldness dullness greatness politeness laziness 

A Talk to the Class. Tell which you would rather be 
and why : 

1. A carpenter or a plumber. 6. A motorman or a conductor. 

2. A soldier or a sailor. 7. A farmer or a miner. 

3. A milliner or a dressmaker. 8. A grocer or a huckster. 

4. A shoemaker or a blacksmith. 9. A fireman or a policeman. 

5. A doctor or a lawyer. 10. A minister or a writer. 

n. A letter carrier or a stenographer. 

12. A baseball player or a teacher. 

13. A politician or a merchant. 

14. A clerk in a store or a bank clerk. 



3 i2 PHRASES 

168. Groups of Words as Parts of Speech : Phrases. In 
the following sentence which group of words describes 
the subject and which the verb ? 

The voice of the mother spoke with pride. 
The italicized words do the work of an adjective or an 
adverb. A group of words, without subject and predicate, 
that is used as a part of speech is called a phrase. If it be- 
gins with a preposition, it is called a prepositional phrase. 
A prepositional phrase that modifies a noun or a pro- 
noun {of the mother) is used as an adjective. One that 
modifies a verb (with pride) is used as an adverb. 
Remember: A 'prepositional phrase is a group of words be- 
ginning with a preposition and used as an adjective or 
an adverb. 
An Exercise. Find prepositional phrases in the selec- 
tion on page 302 and give the use. 

169. Planning a Play. Read again the selection on page 
307, and decide how you could play it. Where should 
the scenes be laid? What characters should there be? 

What should the different characters do and say ? 
Let different pupils practice playing the story. 

170. Arranging a Mothers' Program. See how well you 
can present the following program in a class period : 



A STORY RETOLD IN RELAY (Page 307) . . Six pupils 
talks. How I Help My Mother (Page 309) Ten pupils 
talks. What I Should Like To Be (Page 311) Ten pupils 
a play. Benefits Forgot (Page 312) . . . Five pupils 
an exhibit. Booklets About America . . . The class 





W PROJECT LVIII. CHOOSING A NATIONAL W 
HERO 



171. Gathering Facts. No opinion should be formed 
that is not based on sufficient facts to make it worth 
while. In choosing a national hero, the class will first 
talk about the activities in which men have become 
great through achievement and service. 

Art Business Engineering Science Army- 

Law Ministry Statesmanship Medicine Navy 

Music Invention Manufacturing Literature Farming 

What name is given to a man who becomes proficient 
in each of these? Write the names on the board. Who 
has done more for our country — the writer or the soldier ? 
the doctor or the lawyer ? the statesman or the inventor ? 
the manufacturer or the musician? 

Which of these groups of men is of greatest help during 
an epidemic ? in opening up a new section of the country ? 
in protecting our country ? 

172. Finding Examples. From Revolutionary War times 
to the present there have been great men in all these fields. 
Give the names of great men. Write on the board all 
the names mentioned. If each pupil gives five names, 
each field ought to be represented. Look in a history 
of the United States for information. 

Consider each man mentioned. Why was he great? 
What was the best thing that he did for his country ? 

173. A Pronunciation Game. Sound d and th differently : 

Don't deny them those delights. 
313 



314 ANOTHER USE OF CAPITALS 

A Talk to the Class. Tell the class which man you 
think has done most for our country : 

i. George Washington, the soldier. 

2. Abraham Lincoln, the statesman. 

3. Andrew Carnegie, the manufacturer. 

4. Longfellow, the poet. 

5. General Goethals, the engineer. 

6. Marshall Field, the business man. 

7. Thomas Edison, the inventor. 

8. John Sargent, the artist. 

9. Rufus Choate, the lawyer. 
10. Daniel Webster, the orator, 
n. Admiral Farragut, the sailor. 

12. Wilbur Wright, the aviator. 

13. Daniel Boone, the pioneer. 

14. John Burroughs, the naturalist. 

15. Theodore Roosevelt, the statesman. 

16. Benjamin Franklin, the scientist and diplomat. 

Voting. After the talks have been given, vote for the 
two great persons who you think were championed the 
best. 

174. Use of Capitals. An epoch is a great period of 
time. Note how these periods of time are written. Tell 
which expressions are epochs, happenings, or documents. 

1 . General Grant was a great soldier during the Civil War. 

2. Admiral Dewey was a great sailor during the Spanish- 

American War. 

3. The liberties of the United States are based upon the Con- 

stitution. 

4. The Declaration of Independence is a great document. 

5. Knighthood flourished in the Middle Ages. 



A PUNCTUATION REVIEW GAME 315 

Remember: Names of historical periods, documents, or great 
happenings are written with capitals. 

A Punctuation Review. Divide the class into two rival 
groups. Let each pupil make up questions to ask about 
the period, question mark, exclamation mark, comma, 
hyphen, colon, and capital letters. Pupils will begin at 
one end of the two lines and ask each other these ques- 
tions. If some one fails to answer he drops out. 

175. Preparing for a Debate. In several days you will 
have a debate to decide which of the two men voted 
for by the class shall be the national hero. In the mean- 
time there is much that each member of the class must 
do. You must gather together -more facts than you 
already have. Suppose you look up these two men in 
a history, or in the encyclopedia. Be ready to tell what 
else you have learned about them. 

In class arrange on the blackboard all the facts you 
have under the two names. 

Writing a Letter. Write a letter to the principal of 
the school (or some one else the class may designate) to 
serve with the teacher and a pupil elected by the class, as 
judges for the coming debate. The best letter will be sent. 

176. An Analysis Exercise. Play "Hold the Fort." 
(See page 300.) Point out all the parts of speech in 
easy sentences that the class will make. 

Pronunciation in the Dictionary. In the large dictionary 
in your school you will find certain marks called diacritical 
marks that show how the letters are sounded. Each mark 
indicates a special sound. 



3 i6 SUBSTITUTING TO GET VARIETY 

In Webster's " New International Dictionary " the dia- 
critical marks are printed at the bottom of the page thus : 

ale, senate, care, am, account, arm, ask, sofa ; eve, event, end, 
recent, maker ; ice, ill ; old, obey, orb, odd, soft, connect ; use, 
unite, urn, up, circws, menu ; food, foot ; out, oil ; chair ; go ; 
sing, irjk ; then, thin ; nature, verdure ; yet ; zh = z in azure. 

Remember: Look at the bottom of the page to find the key to 
pronunciation in the dictionary. 

177. Ways to Get Variety. Notice the following : 

Adjectives or Adverbs Adjectr-e or Adverb Phrases 



1. They worked diligently. 

2. A beautiful woman com- 

mands attention. 

3. A brainy man wins suc- 

cess. 



1 . They worked with diligence. 

2. A woman of beauty com- 

mands attention. 

3. A man of brains wins suc- 

cess. 



The sentences in the second column mean the same as 
the sentences in the first column. 

Remember: Get variety by substituting phrases for adjectives 
or adverbs. 

How do the following sentences differ? Name the 
subject and the predicate. 

1. Into the thick of the fight plunged Washington. 

2. Washington plunged into the thick of the fight. 

The first sentence is inverted because the predicate 
is placed first. Turn to the selections on pages 302 and 
307, and see which sentences are inverted. 

Remember: Get variety by placing the predicate first, that is, 
by inverting the sentence. 



FINDING FACTS FOR AND AGAINST 317 

178. Finding both Sides in a Discussion. A conversation 
is talk between two or more persons, in which each adds 
something to the subject. It is like unfolding something, 
or building up a picture by giving more details. On the 
other hand, discussion not only gives the facts but it 
weighs them and sifts out the good from the bad. It 
says, for instance, "This is true, but on the other hand, we 
find" and then it gives a fact that weakens the force of 
the first fact. 

In choosing a national hero there will be good things 
to say for each candidate. There will also be objections 
that may be advanced against each candidate. If you 
are going to win for your candidate you must make your 
"good things" outweigh the objections offered. 

Discussion. Find reasons for and against each candi- 
date as a national hero. 

179. Making an Outline. You will now make a full 
outline of what you want to say in favor of your candi- 
date. There will be two important heads : (/) reasons 
why you want him chosen as national hero, and (II) 
objections to the other candidate. 

jL 180. A Breathing Game. See page 257. 

*• A Talk to the Class. Make your speech in favor of 
your candidate. Follow your outline. The judges will 
sit in the back of the room and keep notes. A pupil 
will preside. Make this the best talk of the year. 

A Decision. The judges will pass to the corridor after 
the talks are given and reach a decision. The principal 
will announce the decision to the club. 



PROJECT LIX. MAKING A SCOUT POSTER 

181. The Scout Idea: Knowledge. There are several 
great organizations working to spread the scout ideas 
among boys and girls. What are they? Is there a 
branch where you live ? Name some persons who belong 
to it. 

What information do the boy scouts and the girl scouts, 
or the camp-fire girls, get from being in those organiza- 
tions? What do you think is the most valuable thing 
that they learn ? 

What other means of education are there besides 
schools ? What does each do ? 

182. A Pronunciation Game. Make up sentences to show 
the difference in pronunciation between w and wh. 

1. wMrled — world 3. wither — whither 5. Whig — wig 

2. whether — weather 4. which — witch 6. wind — whined 

A Talk to the Class. Which of the following would aid 
you most in getting knowledge outside the schools? 

1. Y.M.C.A. 3. Correspondence courses 5. Traveling 

2. Y.W.C.A. 4. Museums or galleries 6. Libraries 

183. Writing a Business Letter. Review pages 171 and 
215. Write to your superintendent of schools, telling 
him the different ways you could continue your educa- 
tion if you had to leave school. The letters will be read 
aloud and the best letter will be sent. Make this the 
best letter of the year. 

184. The Scout Idea: Independence. The selection on 
the next page gives you an idea of how Lincoln achieved 
his first independence through work. 

318 




A STORY ABOUT LINCOLN 319 

Lincoln Tells How He Earned His First Dollar 

"Did you ever hear how I earned 
my first dollar?" asked Lincoln of 
Seward. 

"When I was eighteen years old, I 
had built a flatboat to carry some 
things we had raised to New Orleans. 
One day when I was looking at my boat, two men drove down 
to the shore with trunks and asked me whether I would row 
them over to the steamer. 

" 'Gladly,' said I, and put the trunks in my boat. The men 
seated themselves on them, and I rowed them out to the steamer. 
They stepped on board, and I lifted the trunks to the deck. 
Just as the steamer was about to start, each of my passengers 
threw a silver half-dollar into the bottom of my boat. I was 
overjoyed to think that I, a mere boy, had earned a dollar in 
less than a day. I was a more hopeful and thoughtful boy 
from that time." 

How could you earn money? What did you do with 
your first dollar ? 
^ 185. A Pronunciation Game. Do not say ist for est. 

vainest strongest forest longest hottest 

tallest queerest ablest boldest coldest 

A Talk to the Class. Tell the class how you could earn 
a dollar, or how you did earn your first dollar. 

186. Use of the Dictionary. After a word in the dic- 
tionary you will find abbreviations like v. or n. These 
abbreviations tell what the words do in sentences, or what 
parts of speech they are. The parts of speech are abbre- 
viated, as follows : 



3 20 THE POSITION OF ONLY 

n noun adv.. .adverb a adjective 

pron. . . pronoun prep. . . preposition 

v verb conj. . . conjunction 

Analysis. Above each word in the following sentences 
write the abbreviation of the part of speech it is. When 
you copy the sentences, underline the simple subjects 
and predicates with straight lines and the modifiers with 
wavy lines. 

i. Captain Read made the first trip across the ocean in an 
airplane. 

2. The boy scouts worked diligently during the parade. 

3. Boys and girls become scouts and serve their city. 

4. Tom extinguished the fire in the kitchen with a bucket 

of water. 

5. Eagerly the girls started the march down the street. 

187. Correct Use of Words : Only. The little word only 
causes much misunderstanding if it is put at the wrong 
place in the sentence. It should be put as near as possible 
to the word it modifies. Tell how the following sentence 
changes when only is inserted at different places. 



1. This book was lent only to Mary. 

2. This book was only lent to Mary. 

3. Only this book was lent to Mary. 

On the blackboard write four variations of each of the 
following by inserting only at different places each time. 
Tell how the sentences differ in meaning. 

1. I rode to town last week. 

2. John will borrow the pencil for to-day. 




CLASS COMPOSITION: "I AM THE FLAG" 321 

188. The Scout Idea : Loyalty. Which sentence in the fol- 
lowing selection do you think best expresses the scout 
idea of loyalty ? 

1 We have room in this country but for one 
flag, the stars and stripes, and we should tolerate 
no allegiance to any other flag, whether a foreign 
flag or the red flag or the black flag. 

2 We have room for but one loyalty, loyalty to the United 
States. 

3 We have room for but one language, the language of Wash- 
ington and Lincoln. Theodore Roosevelt 

What is meant by " the red flag " and " the black flag " ? 
What does the American flag do for you? 

After you have talked about this selection, sentence by 
sentence, copy it from dictation. 

See which ten pupils can memorize this paragraph of 
Roosevelt's first. 

189. Writing a Class Composition. Imagine that you are 
the American Flag speaking to the people of the United 
States. You will begin: "I am the American Flag." 
Then you will tell three things : 

I. What I look like. 
II. Where I live (at home and abroad). 
III. What I do. 

Make an outline first. Then compose the sentences. 
The best suggestions will be taken and written on the 
blackboard. 

Each pupil will copy the composition, "I am the 
American Flag." 



322 



STUDY OF A POEM 



An Exercise. Vary the italicized expressions by chang- 
ing to phrases or single words. Invert the sentences. 

i. She has a voice of power. 5. He is a boy of thrift. 

2. The velvet has a look of 6. They shouted gleefully. 

richness. 7. It was of a green color. 

3. She had a look of mildness. 8. It was a talk of some length. 

4. They sang joyfully. 9. We called in vain. 

190. The Scout Idea: Pride in America. What is the 
chief thought of each stanza in the following poem? 
Look up in the dictionary the words that you do not know. 
Which lines do you think are the most beautiful ? Which 
stanza do you think has the finest thought for a scout ? 

America the Beautiful 

1 O beautiful for spacious skies, 

For amber waves of grain, 
For purple mountain majesties 

Above the fruited plain ! 
America ! America ! 

God shed His grace on thee 
And crown thy good with brotherhood 

From sea to shining sea ! 

2 O beautiful for pilgrim feet, 

Whose stern, impassioned stress 
A thoroughfare for freedom beat 

Across the wilderness ! 
America ! America ! 

God mend thine every flaw, 
Confirm thy soul in self-control, 

Thy liberty in law ! 



MAKING A SCOUT POSTER 323 

3 O beautiful for heroes proved 

In liberating strife, 
Who more than self their country loved, 

And mercy more than life ! 
America ! America ! 

May God thy gold refine 
Till all success be nobleness 

And every gain divine ! 

4 O beautiful for patriot dream 

That sees beyond the years 
Thine alabaster cities gleam 
Undimmed by human tears ! 

America ! America ! 
God shed His grace on thee 
And crown thy good with brotherhood 
From sea to shining sea ! 

Katharine Lee Bates* 

Which stanza has an idea in it like this of Roosevelt's : 

" Unless men are willing to fight and die for great ideals, 
ideals will vanish." 

When men endanger the lives of others, which stanza 
do they not follow ? Which stanza speaks of the future 
and sees better living conditions for everybody? 

Remember: O used as a word is always capitalized. 

Handwork. Make a scout poster. Print on it slogans 
for the four ideas given in this project. Copy under the 
slogans the selection by Roosevelt or "I am the American 
Flag," as worked out by the class on page 321. 

Stand the posters on the blackboard ledge and vote for 
the best. The best poster will be presented to the school. 

* Copyright by Katharine Lee Bates. Used by permission of the author. 



pfl PROJECT LX. MAKING AN AMERICANISM 
PROGRAM 

191. A Program of Americanism. .You will have an in- 
door program this month to celebrate your being Amer- 
icans. You can also plan a flag raising in the schoolyard. 
You must get permission. 

Writing a Letter. In class write a letter to the super- 
intendent of schools. Use three paragraphs. In the 
first tell him what you are planning to do. Talk about 
this. Outline on the board the things you should 
mention. In the second paragraph ask for permission 
to have a flag raising. In the third invite him to be 
present. 

192. Criticizing the Letter. 1. Are all the parts of the 
letter in the right places? 2. Are commas used at the 
right places? 3. Are there three paragraphs? Is each 
indented? 4. Is the margin right? 5. Enlarge the 
periods. Does each sentence begin with a capital? 
6. Are all the words spelled correctly? 

Correcting the Letters. Copy the letter correctly. 
The best letter will be sent to the superintendent. 
The ten best letters will be posted on the board. 

193. Picture Study. Look carefully at the picture on 
page 325 and be ready to tell the class what it means. 
The Indian was the first American. Next came the 
fearless English colonists, like the Pilgrims in New Eng- 
land and Captain John Smith's colony in Virginia, who 
broke the wilderness and made the first settlements. In 
these early days the French people explored the great 
valley of the Mississippi and settled in the South. 

324 



PEOPLES WHO HAVE COME TO AMERICA 325 




BOL. EL. EV. ENG. — 22 



326 ANALYSIS 

In later years, as this country was growing, people 
came from all parts of the world and sought our shores. 
Many of them came for the freedom that they did not 
have at home. They became good Americans because 
they believed in the things our country stands for. 

Write on the board the names of peoples who have 
immigrated, or come, to America. Write on the board 
reasons that have brought them. 

An Oral or Written Exercise. Make up words for the 
country or the people. See who can finish the sentences 
first: 

i. A Russian lives in . 

2. Italy, the land pi music, belongs to the . 

3. Many from Greece have restaurants in this country. 

4. From come Chinamen to open laundries. 

5. A Frenchman carries with him the politeness of . 

6. From Holland comes the with his love of tulips. 

7. From and come Swedes and Norwegians for the 

farms of the West. 

8. The Scotchman brings with him the honesty of . 

9. Wherever the goes he carries the humor of Ireland. 

10. From Wales come the with music in their throats. 

11. The Swiss bring with them the liberty-loving spirit of . 

12. From Japan come the with their peculiar art. 

13. From came Spaniards to colonize the new country. 

14. The Englishman brought the literature of old . 

15. Every American holds dear the liberty of . 

194. Analyzing Sentences. Copy the sentences on this 
page on the board and analyze them. Find subjects, 
predicates, and modifiers. 



WRITING A SPEECH 327 

Making a Blackboard Class Outline. Outline on the 

board the various nations of people. Tell things each 

nation might bring ; as, Swiss people, love of mountains. 

a 195. A Pronunciation Game. Do not pronounce si- 

*"* lent letters in : 

yacht aisle whose ches/nut often 

sword heir glisten whole Lincoln 

A Talk to the Class. Tell which country you think 
has brought the most to America. Give a good reason. 

England Scotland Sweden Italy Japan 

France Ireland Norway Greece China 

Holland Switzerland Spain Wales Russia 

196. Writing a Speech. You have now heard talks 
about countries that have sent immigrants to America. 
The teacher will divide the above names among you. 
Pretend that you are the Spirit of that Country speaking. 
Follow this speech: "I am . . . (Give name of country). . . . 
My country lies . . . (Tell exactly where). ... I am proud of 
my . . . (Tell what) .... I have brought to America my . . . 

(What?). . . I have come . . . (To stay or to return to the old 
country)." 

The best speech for each country will be copied on the 
board, so that everybody can see it. 

197. An Americanism Pageant. On the next two pages 
you will find a little pageant which you can easily present 
in a school period because you have already composed the 
speeches. The teacher will assign the parts. 

Read through the pageant, supplying the speeches you 
have already composed and copied on the board. 



328 



AN AMERICANISM PAGEANT 



Peoples Who Have Come to America 







Characters 






Indian 


Uncle Sam 


Goddess of L 


iberty 


Englishman 


Swede 


Scotchman 


Frenchman 




Dutchman 


Italian 


Greek 


Irishman 




Swiss 


Norwegian 


Russian 
Spaniard 


Welshman 
Japanese 




Chinaman 



{The Indian stands silent at the back of the stage.) 

Uncle Sam. Hark ! A knocking at the gate ! What can it be ? 
Goddess of Liberty. People seek our shore to enter our fair 

land. They come, seeking new homes, eager-eyed. Shall 

we let them in? 
Uncle Sam {generously). Yes, let them in. Our land is big 

enough for all. Pray ask them why they come. 
Goddess of Liberty {goes to the door and whispers). They 

say they long to make our land their own. 

(Goddess of Liberty opens the gate. Colonists enter.) 

Englishman. (Give his speech, composed on page 327) 

Frenchman. (Give his speech, composed on page 327) 

Spaniard. (Give his speech, composed on page 327) 

Scotchman. (Give his speech, composed on page 327) 

Irishman. (Give his speech, composed on page 327) 

Swede. (Give his speech, composed on page 327) 

Norwegian. (Give his speech, composed on page 327) 

Welshman. (Give his speech, composed on page 327) 

Dutchman. (Give his speech, composed on page 327) 

{These colonists group themselves with the Indian.) 

Uncle Sam. Welcome, friends. Our country is great enough 
for all. [He recites "Our Native Land,'' 1 page 3.] 

{An impatient knocking is heard at the door.) 



PEOPLES WHO HAVE COME TO AMERICA 329 

Goddess of Liberty. Dear me! What a to-do! (She has- 
tens to the door and whispers, then returns to Uncle Sam.) 
These later folks say they must come in. They gesture and 
make demands. They carry bags on shoulders. 

Uncle Sam (kindly). Let them in. The land is great. 
(The Goddess of Liberty opens the door. Other immigrants 
rush forward, some eager for liberty, others eager for self.) 

Uncle Sam. Why do you come here ? Answer. 
Italian. (Give his speech, composed on page 327) 
Swiss. (Give his speech, composed on page 327) 

Greek. (Give his speech, composed on page 327) 

Russian. (Give his speech, composed on page 327) 
Chinaman. (Give his speech, composed on page 327) 
Japanese. (Give his speech, composed on page 327) 
Goddess of Liberty. Alas, they do not all love liberty. 
Uncle Sam (sternly). Out with you, who do not care for 

liberty. You are not even citizens ! 
Certain Immigrants (sneering). You cannot put us out! 

We're in ! 
Uncle Sam (to the Goddess of Liberty). In the days to 

come, none shall enter but those who are eager to become 

loyal Americans ! 

^ 198. A Pronunciation Game. Find and sound the k, 
^ tsh, and sh sound of ch: 

merchandise children checkers orchard chaos 

mustache Christmas chiffon champion choir 

Acting a Play. How could the characters be repre- 
sented ? Where will the stage be ? What positions shall 
the various characters take on the stage ? 

Your parts have been assigned. Practice the play in 
class. Give the ideas in your own words. 



33© GIVING AN AMERICANISM PROGRAM 

199. A Civic Creed for Americans. In Chicago, where 
people from all the great countries of the world are learn- 
ing to be true Americans, this "Civic Creed" was writ- 
ten for the boys and girls to learn. Talk about it. 

A Civic Creed 

1 God hath made of one blood all nations of men, and we are 
his children — brothers and sisters all. 2 We are citizens of 
these United States, and we believe our flag stands for self- 
sacrifice for the good of all the people. 3 We want, therefore, 
to be true citizens of our great country, and will show our love 
for her by our works. 

4 Our country does not ask us to die for her welfare. 5 She 
asks us to live for her, and so to live and so to act that her 
government may be pure, her officers honest, and every corner 
of her territory a place fit to grow the best men and women, 
who shall rule over her. Mary McDowell 

200. Giving an Americanism Program. In the class pe- 
riod present the following program. Arrange an exhibit 
of the booklets you have made during the year. Spread 
them on top of the desks. Invite several guests. 



^ THE LANGUAGE PLEDGE (Page 210) . The class 
RECITATION IN RELAY. A Song for our Flag (Page 105) . Five pupils 
A declamation. Roosevelt's Idea of Americanism (Page 321) A pupil 
A declamation in relay. A Civic Creed (Page 330) . . Two pupils 

A recitation in relay. Tlie Flag (Page 6) Two pupils 

A PLAY. People Who Have Come to America . . . Eighteen pupils 

RECITATION in felay. America the Beautiful (Page 322) . Four pupils 

(The class will now go to the yard for a flag raising.) 

A recitation. Old Flag (Page 213) A pupil 

the flag salute (Page 1) . . . The class 



INDEX 



(The numbers refer to pages) 



A, an, 203, 287 

Abbreviations, 43, 52, 117, 290, 319 

Above all, 274 

Accept, except, 251 

Accuracy, in paragraphs, 264, 285 

in sentences, 176, 273, 296 

of observation, 81, 120 
Acting, dialogue, 118, 124, 141, 296 

pantomime, 42, 94 

play, 18, 91-95, 163, 328 

poem, 18, 247, 270 

story, 23, 60, 65, 175, 199, 312 
Address, in business letter, 134, 171 

on envelope, 43, 53-54, 289 

return, 53, 54, 289 

word of, 65, no, 144, 238 
Adjective, comparison, 284 

defined, 279, 311 

proper, 280, 326 
Adverb, comparison, 284 

defined, 279, 311 
Ain't, isn't, 32 
Almost, most, 265 
Alphabetical arrangement, 8, n, 20, 21, 

33, 40, 73, 75, 89, 96, 130, 196 
Although, 54 

Americanism, xiv, 1, 2, 3, 7, 104, 107, 
156, 159, 161-166, 200, 314, 317-323, 
324-330 
" America's Emblem " — pageant, 163 
Among, between, 203 
An, a, 203, 287 
Analysis, 153, 300, 305, 306, 311, 315, 

320, 326 
And, 54, 167, 184, 252 
Anecdotes, 120, 123, 173, 248, 249, 263 
Answers, how to make, 273, 296 
Antecedent, 248 
Antonyms, 169, 222 
Anything, nothing, 200 
Apart, aside, 250 
Apostrophe, contractions, 85, no 

possession, 67, 97, no 
Appear, 310 
Arbor Day program, 19 

33 



" Arbor Day Tree " — a play, 17 

Argument. See Talks, Written work 

Arrangement. See Order 

As, like, 265 

Assignments. See Conversation, Talks, 
Written work, Blackboard work, Dra- 
matization, Cooperative Group Work 

At, to, 102 

Audience, class as. (In all formal talks 
and program-periods.) 

Auto, 83. 

Awful, 237 

Be, was, have been, 310 

Because, 184 

Become, became, have become, 310 

Begin, began, have begun, 101 

Beginning, middle, end, 14, 20, 29, 48, 
in, 115, 190-192, 198, 244 

Beheading game, 18 

Beside, 177 

Between, among, 203 

Bite, bit, have bitten, 82 

Blackboard work, class outlines, 15, 29, 
47, 68, 82, 92, 100, 113, 118, 120, 
127, i37, i39, 146, 148, 154, 157, 
158, 159, 182, 199, 204, 217, 221, 
230, 231, 242, 256, 286, 327 
letters, 29, 36, 49, 53 
miscellaneous, 33, 41, 47, 266 
paragraphs, 92, 150, 165, 278, 321 
play, 17 

Blow, blew, have blown, 98 

Body of letter, 28, 29, 36, 53, 122, 134, 
171, 215 

Book, 50, 55, 146-147. 

Book review, 146 

Borrow, lend, 236 

Boy Scout project, 318-323 

Break, broke, have broken, 159 

Breathing game, 12 

Brevity, 296, 304 

Bring, take, 208 

Burst, burst, have burst, 98 

Business forms, 140, 293 

I 



332 



INDEX 



Business letters, address, 43, 53-54. 289 

assignments in, 133, 135, 149, 162, 
172, 208, 226, 240, 252, 262, 288, 
290, 318, 324 

copying of, 135 

correction of, 262 

dictation of, 133, 162 

form of, 134, 171 

models of, 133, 171 

politeness in, 1 23, 263 

punctuation in, 134, 171 
But, 54, 169, 184 
Buy, bought, have bought, 52 

Can, may, 261 
Capitals, rules for : 

beginning of line of poetry, 5, no 

beginning of quotation, 23, no 

chief words of title, 10, no 

critical exercises, 11, 27, $3, 51, 5S, 217 

days and months, 32, no 

Deity, 5, no 

documents, 314 

epochs, and great events, 314 

holidays, 32, no 

/, 40, no 

in letters, 36, no, 122 

0,323 

persons and places, 32, no 

political parties, 188 

proper adjectives, 232 

proper nouns, 232 

religious denominations, 18S 

review, no, 217 

sections of country ; as, East, 2S1 

titles of persons, 43, no 
Cases for written work, 56, m 
Choose, chose, have chosen, 208 
Circum, 83 
Class composition. Sec Cooperative 

group work 
Clean-up Week projects, 76, 178, 297 
Clearness, 84, 268, 276 
Climb, climbed, have climbed, a 
Clubs, Better Speech Club, 217, 253; 
Clean-up Club, 178; Health Club, 
224 

how to organize, 217-218 
Coherence. See Order 
Colon, after salutation in letter, 36, no, 
122, 134, I7 1 



Come, came, have come, 52 

Comma, after complimentary close, 36 
before short quotation, 79, no, 124, 

159 
in divided quotations, 228 
in headings of letters, 36, no, 122 
in series, 144, 162 

with names of address, 65, no, 144 
with yes and no, 102, no 

Commands, how to write, 144 

Committees, 143, 182, 209, 265, 291 

Common nouns, 232 

Community interests, 37, 40, 41, 44, 48, 
55, 66, 76-77, u8. 139, 141, 178. 
205, 269, 283, 297, 313, 330 

Comparative degree, 284 

Comparison, 86, 100, 186, 229, 284, 
306 

Comparison of adjectives and adverbs, 
284 

Complete predicate, 305 

Complete subject, 305 

Completeness, in answers, 273, 296 
in descriptions, 150, 254, 303 

Completing unfinished stories, 18, 58, 
153, 174 

Complimentary close, 28, 29, 36, 53, no, 
122 

Composition. See Talks, Written work 

Composition, group. See Cooperative 
group work 

Compound predicate, 299 

Compound subject, 299 

Condensation. See Brevity 

Confused sounds, exercises in pronounc- 
ing, 2i, 25, 37, 39, 55, 67, 90, 107, 
155, 182, 221, 253, 293 

Conjunctions, 85, no, 116 

Connectives, 54, 147, 1S4, 186, 274 

Contra, 83 

Contractions, 85, no, 116 

Conversation, exercises in, 1, 2, 5, 7, 24, 
26, 27, 33, 35, 38, 39, 40, 41, 42, 50, 
53, 66, 68, 71, 74, 76, 77, 79, 81, 85, 
88, 91, 92, 94, 100, 101, 103, 106, 
10S, 117, 118, 121, 128, 129, 135, 
136, 137, 139. 140. 143, 146, 147. 
149. 154, 156, 157. 166, 173, 178, 
182, 183, 185, 187, 189, 196, 205, 
207, 208. 209, 211, 217, 222, 238, 
246, 251, 2,-6, 258, 259, 260, 262, 



INDEX 



333 



Conversation — Continued 

267, 272, 274, 277, 281, 286, 287, 
293, 297, 300, 306, 310, 317. See 
also Picture study, Poem study- 
how written, 249 

politeness in, 37, 84 
Cooperative group work, finding out some- 
thing, 8, 22 

letters, 29, 36, 49, 53 

miscellaneous work, n, 33 

outlining, 15, 25, 26, 47, 68, 82, 100, 
118, 120, 137, 139, 146, 154, 157, 
158, 182, 217, 221, 231, 242, 256, 
286 

paragraphs, 29, 49, 92, 150, 278, 321 

play, 17 

See also Clubs 
Copying, letters, 29, 54, 216, 262, 275 

paragraphs, 20, 47, 144, 192, 234, 249, 

257, 268, 282, 321, 323 
plays, 60, 116 

poems, 41, 87, 116, 142, 158, 160, 169, 

258. 274 
programs, 19, 34 
sentences, 8, 153, 326 
stories, 59, 115, 223, 245 
table of contents, 90, 193, 252 

Correction, letters, 39, 70, 75, 78, 166, 

171, 185, 203, 262, 324 
paragraphs, 10, n, 26, 49, 59, 144, 

153, 175, 182, 219, 223, 234, 245, 

257, 268, 310 
play, 17 
punctuation, n, 27, 33, 51, 58, 144, 188, 

221 
reminders, 46, 48, 51, 147, 203, 208 
talks, 14, 25, 27, 37, 39, 46, 48, 51, 62, 

70, 78, 83, 84, 96, 125, 147, 167, 200, 

208, 222, 235, 236, 253, 265 
words, 20, 33, 89, 99 
Correct usage : 

adjectives, awful, 237; different from, 

33; fine, 237; funny, strange, 190; 

good, well, 102 ; grand, great, 237 ; 

nice, 237; real, very, 203 
adverbs, almost, 265 ; apart, aside, 

250; only, 320; somewhere, 33; 

very, 203 ; well, 102 
connectives, although, 54; and, 184; 

because, 184; but, 54, 184; than, 

186; yet, 54 



Correct usage — Continued 

prepositions, at, to, 102; beside, 177; 
between, among, 203 ; in, into, 287 ; 
of, have, 177 
verbs, begin, 101 ; blow, 98 ; break, 
208; burst, 98, 208 ; buy, 52; choose, 
208; climb, 33; come, 52; do, 52, 
159; doesn't, 58; drown, roi ; freeze, 
52, 159; go, 52; is, 159; rise, 98; 
said, says, 62 ; shake, 98 ; shine, 101 ; 
sing, 52; sit, 88; speak, 98; swing, 
52; throw, 33, 218; wish, 33 
words often confused, a, an, the, 203, 
287; accept, except, 251; almost, 
most, 265 ; among, between, 203 ; 
apart, aside, 250; as, like, 265; 
at, to, 102; borrow, lend, 98, 236; 
bring, take, 203 ; can, may, 261 ; 
empire, umpire, 237 ; empty, spill, 237 ; 
funny, strange, igo; good, well, 102; 
guess, think, 190; have, get, 202; 
have, of, 177; in, into, 287; it's, its, 
177; lay, lie, 101, 190, 208; learn, 
teach, 102; leave, let, 251; like, love, 
177; much, lots, 177; rather, kind of, 
177; real, very, 203; said, says, 62; 
set, sit, 88; that, this, 78, no, 223; 
which, who, whom, 88; who's, whose, 
177 

Costumes, 18, 23, 92, 161 

Counter, 8s 

Criticism. See Correction 

D, pronouncing final, 70, 139 
Dates in letters, 29, 36, no 
Days, capitals, 32, 52, no 

derivation, 89 

pageant of, 95 
Declarative sentence, 145 
Definiteness, in letters, 229 

in reports, 181 
Degrees of comparison, 284 
Deity, capitals, 15, no 
Derivation, 83, 89, 207, 233, 280 
Description, accuracy in, 264 

animals, 21, 72, 73, 75, 84, 154 

completeness in, 303 

defined, 72 

models, 66-69, 72, 79. 8r, 82, 121, 150, 
154, 157, 220, 229, 254, 255, 264, 279 

size, shape, color, 254 



334 



INDEX 



Details, accuracy in, 285 
Devices, blackball box, 129; cart before 
horse, 103; chariot race, 214, 235; 
checkerboard, 37; enlarging periods, 
10 ; horn, 4 ; magic dwarfs, 135 ; 
partnership of mouth and ear, 37; 
six-pointed star, 7 ; speech posters, 
128; spelling demons, 12; starfish, 
78; tags, 125; tallying, 77 
Diacritical marks, 315 
Dialogues, 124, 228, 270, 296 
Dictation, letters, 90, 126, 133, 135, 162, 
220 
paragraphs, 60, 65, 85, 92, 109, 146, 

150, 228, 250, 278, 321 
poems, 108, 141, 186, 298 
sentences, 68, 148, 177, 242 
stories, 11, 22, 115, 190 
Dictionary, abbreviations of parts of 
speech in, 319 
alphabetical arrangement in, 8, n, 

20, 130, 151, 158, 172, 189 
consulting the large, 8, 22, 33 
diacritical marks in, 315 
how to use the, 8, 96, 130, 233, 244, 

315, 319 
project for making, 8-12 
story to familiarize with, 20 
See Word study 
Did, 88 

Different from, 33 
Directions, giving, 24, 38, 118, 140, 208, 

292 
Discussion, 272, 287, 310, 317 
Divided quotations, 228 
Division of words, 22 
Do, did, have done, 52, 88 
Documents, capitals, 314 
Doesn't, 58 
Double negative, 200 
Dramatization, acting a, 18, 23, 60, 65, 
94, 175, 199, 228, 321 
dialogues, Blind Man and Milk, 228; 

Over the Hill, 270 
form of, 16, 23, 60, 91, 161, 196, 198, 

247 
interviews, 124, 296 
pageants, America's Emblem, 161; 
Peoples Who Have Come to America, 
328; Visit to Father Time, 91 
pantomime, 42, 94 



Dramatization, poems, Arbor Day Tree, 
17; Frankliti's Wit, 247; Over the 
Hill, 270 
stories, Benefits Forgot, 312; dictionary 
story, 23; Jan, the Animal Judge, 
194-199; unfinished stories, 175; 
Why the Eagle Defends Americans, 
57, 60-65 
writing a, 17, 60, 247 

Drown, drowned, have drowned, 101 

Elements of a sentence, 216 

Ending of letter. See Complimentary 
close 

Enunciation, 4, 37, 46, 48, 51, 125-127, 
147, 177, 236 

Envelope, 43, 53-54, 289 

Epoch, capitals in, 314 

Etymology. See Derivation 

Exclamation mark, 23, no, 300 

Excuse me, 84 

Exhibits of work, 19, 34, 43, 59, 75, 90, 
99 

Expanding a topic, 174 

Explanation, accuracy in, 285 
assignments in telling how. See Writ- 
ten work 

Fables, Blind Man and Milk, 227; Dog 
and Shadow, 9 ; Larch Tree and Oak, 
239 ; Tame Crow, 9 
Feel, 310 

Finding out things, exercises in, 8, 22, 
33, 178, 204, 211, 269, 276, 291, 294, 
303, 306, 313 
Fine, 237 

Flag, composition on, 321 
outline of, 201-202 

selections on the, 6, 105, 213, 321, 322 
Flag of language, 2, 104 
For example, 274 

Form, of business letters, 134, 171 
of club, 149, 217-218 
of compositions, 5g, 188, 219 
of friendly letters, 28, 29, 36, 53, 122, 

215 
of outlines, 14, 15, 47, 115, 126, 201, 225 
of plays, 16, 60, 247 
Formal letters. See Business letters 
Formal talks. See Talks 
Freeze, froze, have frozen, 52 



INDEX 



335 



Friendly letters, address on envelope, 

43, 53, 54, 289 
assignments in, 29, 36, 39, 49, 53, 65, 

7°, 75, 78, 85, 90, 93, 103, 123, 126, 

139, 166, 185, 193, 198, 203, 216, 

220, 229, 241, 253, 263, 274, 282, 

302, 310, 315, 324 
blackboard work in, 29, 36, 49, 53 
copying of, 29, 53, 166, 185, 216, 274, 

324 
correction of, 39, 65, 70, 75, 166, 185, 

324 
courtesy in, 123, 263 
definiteness in, 229 
dictation of, 90, 126, 220 
form of, 28, 29, 36, 53, 122, 215 
models of, 28, 29, 36, 53, 123, 178, 215 
paragraphing of, 229 
punctuation of, 36, no, 122 

Game, use of the, 4, 1 2, 107 
See Grammar games, Word study 

Give, gave, have given, 82 

Giving directions. See Directions 

Go, went, have gone, 52 

Good, well, 102 

Grammar, defined, 125 
games, 5, 16, 26, 32, 58, 69, 78, 88, 99, 
no, 117, 130, 143 

Grand, 237 

Graph, 83 

Great, 237 

Greeting of letter. See Salutation 

Group work. See Cooperative group 
work 

Handwork : article in project, 39 ; black- 
ball box, 130; booklets, n, 22, 87, 
98, 99, 115, 188, 193, 219, 246, 252; 
calendar of countries, 137-138; 
case for written work, 59, in; for- 
tune pie, 140; language flag, 128; 
mascot picture, 75; pattern, 56; 
plan of house, 262, 264; post cards, 
43, 142 ; posters, 7, 49, 78, 80, no, 
128, 148, 205, 218, 228, 240, 302, 323 

Heading of letter, 28, 29, 36 

Heard, 5 

"Hold the Fort" game, 300, 305, 306, 
3i5 

Holidays, capitals with, 32, no 



Home, house, 258 

Home project, 258 

Homonyms, 97, 180, 228 

Horn game, 21, 25, 38, 55, 67, 90, 107, 

155, 182, 221, 253, 293 
House, home, 258 
How to make something, 118, 285 
exercises in. See Prose models 
Humming game, 14 
Hygiene, 94, 179, 224-228 
Hyphen, 22, no 



I, capital with, 40, no 

position of, 14, 37, 84 
Ideas. See Finding out things 
Imperative sentences, 145 
In, 83 

Indention, 10, 112, 171, 250 
Index, 50, 204 
Ing, pronouncing final, 7, 23, 34, 42, 75, 

87, 99, 109 
In general, 274 
Initials, 52, no 
Interjection, 300 
Interrogative sentences, 145, 260 
In the first place, 274 
Inversion, for variety, 316 

in questions, 260 
Isn't, ain't, 32 
It was I, it wasn't I, 99 
/ will, 46 



Jingles, 141, 238, 273 



Language flag, 2, 58, 104 

Language pledge, 2, 12, 19, 104, 210 

Learn, teach, 102 

Leave, let, 125 

Less, 40, 83 

Letters, how to register, 294 

questions about post office, 294- 
295 

series to Buomo, the African boy, 
220, 229, 241, 253, 263, 283 

special delivery, 294 

See Business letters, Friendly letters 
Lie, lay, have lain, 101, 191 
Linking verbs, 310 
Look, 310 



336 



INDEX 



Main topics in outlines, 47, 126, 225 

Make something, how to. See Talks 

Many, much, 88 

Margin, 16, 29, 113 

Match. See Pronunciation match, Sen- 
tence match, Spelling match 

Memory exercises, 1, 2, 4, 13, 71, 169, 
186, 214, 321 

Models, address on envelope, 43, 54, 289 
form of business letters, 133, 171 
form of compositions, 59, 188 
form of friendly letters, 28, 29, 36, 53, 

123, 178, 215 
money order, 294 

outlines, 15, 16, 48, 115, 127, 160, 167, 

201-202, 225, 230, 267 
pageants and plays, 17, 60, 65, 91, 95, 

124, 163-165, 247, 328-329 
pledge, 46 

report, 178, 181, 276 
Modifiers, 278 
Money order, 294 
Months, capitals with, 32, 52, no 
More, most, comparison with, 284 
Mr., Mrs., 43, 290 
Much, many, 88 

Name of address, 64, no, 144, 238 
Names, capitals with proper, 32, no, 232, 

281 
No, 102 

Noun of address, 64, no, 144, 238 
Nouns, defined, 226, 311 

possession in, 67, 96 

proper and common, 232 

simple subject, 245 

singular and plural, 241 

two uses, 237 
Number, 241 

0, capital with, 323 

Observation, 3, 81, 118, 120, 211, 227, 264 

On the other hand, 274 

Oral composition. See Talks 

Oral dramatization. See Dramatization 

Oral English. See Talks, Conversation, 
Discussion, Games, and Dramatiza- 
tion 

Order, 38, 103, 118, 136, 198, 208, 209, 276 

Outlines, beginning, middle, end, 15, 16, 
48, 115 



Outlines, form of, 14, 47, 126, 201, 225 
making outlines. See Blackboard 

work, Written work 
topics and subtopics, 47, 126, 225 

Pageant, America's Emblem, 163; Peoples 
Who Have Come to America, 328; 
Visit lo Father Time, 95 
Pantomime, 42, 94 
Paragraph, assignments. See Written work 

defined, 10, no 

different ways to begin a, 191 

in conversation, 249 

indention of, 10 

topic of a, 157, 170, 212, 229 
Pardon me, 84 
Parody, too 

Parts of a sentence, 152, 216 
Parts of speech, defined, 311 

games to test, 300, 305, 306, 315 

review, 310 
Period, abbreviations, 43, 52, no 

end of a sentence, 10, 107, no 

enlarging, 10 

initials, 52, no 
Personification, 87, no, 156 
Persons, capitals with names of, 32, no 

titles of, 43 
Phon, 83 
Phrase, 312 

Picture study, 1, 2, 6, 14-15, 16, 20, 35, 
38, 41, 45, 56, 64, 71, 73, 74, 81, 82, 
91, 93, 94, 100-101, 125, 128, 135, 

136, 138, 150 

Places, capitals with names of, 32, no 

Please, 84 

Pledge, language, 2, 103, 210 
property, 46 

Plural, 80, 241 

Plural possessives, 96 

Poem study: America the Beautiful, 
322; Arbor Day Tree, [3; Autumn, 
187; Bloodless Sportsman, 205; 
Caterpillar, 298; Columbia's Emblem, 
158, 160; Fern Song, 86; Flag, The, 
6; Franklin's Wit, 246; Hiawatha, 
71, 188 ; // / Could Dig like a Rabbit, 
116; Jingles, 141, 258, 273, 282; 
Little Dutch Garden, 168; Neighbor 
Mine, 76; Old Flag, 213; Our Na- 
tive Land, 3; Over the Hill, :;i ; 



INDEX 



337 



28, 148, 205, 



Poem Study — Continued 

Pippas' Song on Spring, 186; Riddle, 
54; Song of the Thrush, 283 ; Song for 
Our Flag, 105 ; Two Kinds of People, 
40; We Thank Thee, 30; Who am 

Politeness, in answers, 273 
in letters, 263 
in listening, 37 
in requests, 273 
in talking, 37, 84 
Political parties, capitals with, 188 
Possession, how to show, 67, 96 
Possessives, plural, 96 
Post, 83 

Posters, 7, 49, 78, 80, no 
218, 228, 240, 302, 323 
Post office project, 289-296 
Predicate, 152, 216 
complete, 305 
compound, 2gg 
Prefix, 83, 206 
Prepositional phrase, 312 
Prepositions, 286, 311 
Programs: Americanism, 330; Animal 
Day, 155; April Fool, 177; Arbor 
Day, 19, 34, 119; Flag, 204; Good 
English, 133; Halloween, 177; 
Mothers, 312; Party for Parents, 
143 ; Thanksgiving or Spring, 34 
Projects. See pages v, vi, vii 
Promise, how to write a, 46 
Pronouns, 41, 248, 311 

after than, 186 
Pronunciation, 4, 125, 214, 236 
Pronunciation games and drills : 
a, 200, 267 
breathing, 12 
ch, 259, 270, 277, 329 
d, final, 70, 139 

difficult words, 19, 27, 31, 44, 51, 62, 
84, 97, oS, 119, 132, 147, 162, 199, 
204, 222, 234, 236, 245, 260, 296 
enunciation, 177, 196, 231, 282, 283, 

297 
ess, final, 311 
est, final, 319 
first names, 10, 115, 214 
horn game, 4, 21, 25, 39, 67, 90, 182, 253 
humming, 14, 124, 218 
ing, final, 7, 23, 75, 109, 252 



Pronunciation games and drills — Cont. 

long vowels, 78, 117, 160, 167, 238, 302 

monotones, 172 

ow, final, 209 

r, 136, 138, 288 

sh, 176 

short vowels, 92, 128, 187, 274, 306 

silent letters, 143, 327 

th and ht, final, 27, 180, 313 

tongue twisters, 48, 122, 192, 250 

u, 73 

v, 309 

wh, 63, 82, 93, 100, 127, 151, 207, 240, 
265, 318 
Pronunciation match, 236 
Proper adjectives, 280, 326 
Proper nouns, 232 
Prose models : 

anecdotes: Agassiz, 120; Darwin, 173, 
249; dollar, 248; Governor Win- 
throp, 123; Lincoln, 263, 307,319; 
traveling, 272 ; use of words, 250, 252 

descriptions: African boy's trip to 
America (Carpenter), 66, 68, 69; 
African scenes (S. E. White), 220, 
229, 254, 255, 264, 279; beaver, 
150; chipmunk, 81; ferret, 72; 
flies, 79; Lincoln, 157; swimming 
animal, 154; what Peter and Polly 
saw, 121; woodpecker, 82 

fables: Blind Man and Milk, 227; 
Dog and Shadow, 9 ; Larch Tree and 
Oak, 239; Tame Crow, 9 

how to make, do, or play: blackball 
box, 129; cranes and crows, 208; 
fortune pie, 140; hares and hounds, 
24; how forest fires start, 302; 
maple leaf crowns, 118; pussy- 
willow cats, 38; singing school for 
thrushes, 286 

inspirational, or reasons : Civic Creed, 
330; class resolution, 131, 132; 
earthworms, 170; flag salute, 1; 
health pledge, 224; Hun of the bird 
world, 288 ; language pledge, 2, 
104, 210; property pledge, 46; 
proverbs, foreign, 138, 241 ; Roose- 
velt on flag, 321; rules of Washing- 
ton, 108 ; slogans, 205 ; speech 
of President Porter, 144 ; tribute to 
mothers, 42 



338 



INDEX 



Prose models — Continued 

stories: Benefits Forgot, 307-300; 
Fairy and Letters, 20-22 ; Humming 
Bird, 190-192; In Alphabet Land, 
111-115; Jan, the Animal Judge, 
194-196; My First Lion, 243; Why 
the Eagle Defends Americans, 57-62 
unfinished stories, 18, 153, 174 
Proverbs, 138, 277, 278 
Public library, 55 

Punctuation, 9, 144. See also Correction 
Punctuation marks, Summary of: 
apostrophe : 

contractions, 85, no, 116 
plural possessives, 96, no 
singular possessives, 67, no 
colon : 

after salutation of letter, 36, no, 
122, 134 
comma : 

before short quotations, 79, 110,124, 

159 
in a series, 144, 162 
in divided quotations, 228 
in letters, 36, no, 122 
with words of address, 65, no, 144, 

238 
with yes and no, 102, no 
exclamation mark : 
after interjections, 300 
after sentences with feeling, 23, no 
hyphen : 

in dividing words at end of line, 22 
period : 
after abbreviations, 43, 52, no, 117, 

290 
after initials, 52 

at end of sentence, 10, 107, no 
question mark : 

after interrogative sentences, 10, no 
quotation marks: 

before and after a person's exact 

words, 23, no, 124, 159, 228, 250 

with parts of divided quotations, 

228 
with speeches in written conversation, 

250 
with titles of books or selections, 147 
Punctuation match, 315 
Punctuation poster, no 
Punctuation reviews, no, 221, 315 



Question, how to answer a, 273 

how to write a, 144, 260 
Question mark, 10, no 
Quotation marks, before and after a 
person's exact words, 23, no, 124, 
159, 228, 250 
in divided quotations, 228 
in written conversation, 250 
with titles of books or selections, 147 
Quotations, how to write, 23, 79, no, 158, 
228 

to, 83 

Registering letters, 294 

Religious denominations, capitals with, 

188 
Remain, 310 
Report, making a, 30, 167, 181 

weather, 276 
Request, how to make a, 273 

politeness in a, 273 
Retelling. See Talks 
Review, capitals, no, 217 

parts of speech, 310 

punctuation, no, 221, 315 

selections. See Programs 
Riddles, 54, 92, 155, 175 
Rime, 141 

Ring, rang, have rung, 52 
Rise, rose, have risen, 98 
Root, 83, 206 

Salutation of letter, 28, 29, 36, 52, 122, 171 

Scenes of story, 198 

Scribe, script, 83 

Sections of country ; as, East, 281 

See, saw, have seen, 5, 69 

Seem, 310 

Semi, 83 

Sentence, defined, 7, 107, 216 

kinds of, 10, 144 

predicate, 152, 256 

punctuation, 9, no, 144, 221 

subject, 58, 71, 152, 216, 237, 245, 299, 
305 

writing. See Written work 
Sentence match, 34, 52, 82, 98, 101, 107, 

130, 145, 159. 208, 217, 226, 237 
Series, commas in, 144, 162 
Set, set, have set, 88 
Set, sit, 88 



INDEX 



339 



Shake, shook, have shaken, 98 
Shine, shone, have shone, 101 
Signature, 28, 29, 36 
Simple predicate, 256 
Simple subject, 244 
Sing, sang, have sung, 52 
Singular, 80, 241 
Sit, sat, have sat, 88 
Sit, set, 88 
Slang, 125, 239 
Smell, 310 

Socialized recitation, 8, 19, 24, 26, 34, 51, 
55. 75, 77, etc. 

See Programs, Talks, Clubs 
Somewhere, 33 
Sound, 310 

Speaking, good form in, 4, 37 
Special delivery letters, 293 
Spelling, 2, 12, 214, 219, 236, 270 

demons, 12, 18, 42, 47, 58, 87, 113 

match, 74, 113 
Stanza, 5, 108, 212 
Statement, 10 
Stem, 83 

Sticking to the topic, 157, 208, 244 
Story, beginning of a, 20, 57, in, 190, 
198 

characters in a, 23, 60, 196, 251 

criticism of a, 59, 223, 245 

order of events in a, 198 

playing a, 23, 60, 65, 175, 199, 312 

scenes in a, 23, 65, 198, 251 

study of a, 57-64, 111-115, 194-196, 
307-309 

unfinished, 18, 153, 174 

who, when, where, what in a, 173 
Story-telling. See Talks 
Subject of a sentence, 58, 71, 153, 216, 
237 

complete, 305 

compound, 299 

simple, 245 
Subtopics, 47, 126, 225 
Suffix, 83, 206 
Superlative degree, 284 
Swing, swung, have swung, 52 
Syllables, dividing words into, 22 
Synonyms, 96, 266 

Table of contents, 90, 193, 252 
Take, took, have taken, 82 



Talking, politeness in, 37 

Talks, assignments: 

describing, 21, 34, 42, 73, 84, 87, 122, 
128, 151, 155, 190, 231, 257, 265, 
268, 270, 277, 282, 284, 303 
miscellaneous, 4, 90, 98, 138, 143, 172, 
182, 187, 215, 234, 240, 232, 253, 260, 
296, 309 
retelling, 10, 23, 97, 115, 177, ig2, 

196, 221, 250, 309 
telling how, 7, 12, 25, 31, 39, 42, 46, 
67, 78, 79, 83, 103, 109, in, 119, 129, 
136, 147, 162, 167, 176, 180, 200, 
204, 208, 228, 238, 259, 274, 284, 293, 
298, 302, 319 
telling stories or experiences, 14, 19, 
27, 55, 58, 62, 93, 117, 175, 192, 222, 
243, 245. (See Retelling, above) 
telling why, 37, 48, 51, 63, 67, 70, 75, 
79, 92, 101, 107, 124, 127, 132, 139, 
149, 156, 160, 166, 185, 199, 209, 218, 
226, 228, 270, 288, 306, 311, 314, 317, 
318, 327 

Talks, methods : a formal talk each week 
(120 in the book) ; each pupil speaks, 
4, 34 ; whole period given to talks, 4 

Taste, 310 

Teach, learn, 102 

Tear, tore, have torn, 82 

Tele, 83 

Telegrams, 293 

Telephone, how to use, 140-141, 293 

Telling an experience. See Talks 

Telling how. See Talks 

Telling why. See Talks 

Th and ht, pronouncing final, 27 

Than, then, 285 

Than as a connective, 186 

Thank you, 273 

That, this, 78, 88, no 

There are, there is, 16 

Therefore, 274 

Though, 54 

Threw, 33 

Time-table, how to use, 275 

Title page, 50 

Titles, of people, 43 

of selections, 5, 10, 50, no, 147 

To, at, 102 

To, too, two, 97 

Tongue twisters, 48, 122, 250 



34° 



INDEX 



Topic, expanding, 174 

Topic of a paragraph, 170, 172, 212, 229 

Topic sentence, 157 

Trades and professions, 139, 311 

Trans, 83 

Trees of America, 231 

U, pronouncing, 73 

Un, 75, 83 

Unfinished story, 18, 56, 153, 174 

Unity, 157, 208, 244 

Usage, correct. See Correct usage 

Variety, in beginnings, 191 
in inversion, 316, 322 
in phrases, 316, 322 
in words, 282 
Verb, 255, 311 
linking, 310 
Verb forms. See Sentence match, Cor- 
rect usage 
Verb phrase, 261 
Vocabulary. See Word study 
Vocational interests, 139, 311 
Vocative, 238 

Voting, 25, 49, 51, 58, 67, 75. 77, 84, 87, 
101, 109, in, 124, 128, 133, 148, 
149, 153, 156, 160, 172, 185, 208, 
209, 262, 265, 314, 323 
Vowels, long, 78, 117, 160, 167, 238, 302 

short, 92, 128, 187, 274, 306 
Vulgarisms. See Word study 

We will, 46 

Well, good, 102 

Were, weren't, 26 

Wh, pronouncing, 63, 82, 93, 100, 127, 

151, 207, 240, 265, 318 
Which, 88 

Who, when, where, what in story, 173 
Who, whom, 88 
"Who's who": animals, 150; birds, 

283; dogs, 74; trees, 251 
Wish, 33 
Word study : 

abbreviations, 43, 52, 117, 290, 317 

antonyms, 169, 222 

brevity in words, 304 

contractions, 85, no, 116 



Word Study — Continued 

derivation, 40, 75, 83, 89, 207, 233, 280 

games for acquiring words, 18, 39, 40, 
130, 151, 172, 189 

grammar games, 5, 16, 26, 32, 58, 69, 
78, 88, 99, no, 117, 143, 166, 184, 
200, 223, 250 

homonyms, 94, 1S0, 228 

outlaw expressions (vulgarisms), 130 

right use of words, 12, 88, 97, 125, 126, 
130, 131, 184, 18O, 214, 235, 236, 
239, 250, 282, 298, 304, 316, 322 

spelling, 12, 18, 42, 47, 58, 74, 87, 
113, 127, 270 

synonyms, 96, 226 

See also Dictionary, Correct usage, 
Pronunciation 
Written work, assignments in : 

addressing envelopes, 43. 53, 226, 252, 302 

business letters: copied, 171; dictated, 
133, 162; original, 135, 172, 208, 
226, 240, 252, 262, 288, 200, 318 

friendly letters: blackboard, 29, 36, 
49, 53; dictated, 90, 123, 126, 133, 
162, 220; original, 39, 65, 70, 75, 
78, 85, 93, 103, 139, 149, 166, 185, 
193, 198, 203, 216, 228, 241, 252, 
263, 274, 282, 302, 305, 310, 315, 324 

outlines, 38, 47, 68, 73, 84, 115, 127, 
151, 154, 22s, 241, 244, 255, 267, 
269, 281, 285, 303, 317, 321. 

paragraphs, 26, 49, 59, 75, 80, 85, 92, 
119, 130, 140, 150, 153, 165, 175, 
182, 190, 200, 204, 218, 223, 234, 242, 
245, 252, 257, 259, 268, 272, 278, 
282, 285, 298, 304, 309, 321, 327 

plays, 17, 60, 247 

sentences, 7, 32, 33, 66, 72, 85, 97, 102, 
107, 121, 124, 138, 141, 144, 146, 152, 
162, 177, 188, 191, 199, 202, 212, 222, 
228, 266, 274, 285, 287, 292, 296, 310, 
315, 320, 326 

stanzas, 108, 142, 160 

See also Blackboard work, Cooperative 
Group work 

Yes, 102 

Yet, 54 

You were, 26, 250 



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